1. THE UK CENTRE FOR COACHING EXCELLENCE BASES Heads of Department 25 May 2010 Patrick Duffy Leeds Metropolitan University p.duffy@leedsmet.ac.uk

2. Overview 1. The UK Coaching Framework 2. The UK Centre for Coaching Excellence 3. Coaching as a professionally regulated vocation 4. Recent international developments 5. Next steps 6. Your thoughts and questions

3. 1. THE UK COACHING FRAMEWORK

4. A cohesive, ethical and inclusive coaching system where skilled coaches support sports participants at all stages of their development (UK Coaching Framework, 2007)

5. The UK Coaching Framework

7. The 4 x 4 Model of Coach Development

9. Level II Multi-Events, Event Group Development Level III Multi-Events, Event Group Development, Specialisation Academy Specialisation, Performance Level IV Multi-Events, Event Group Development, Specialisation, Performance Stage 1 Kids Athletics Stage 2 Multi-Events Stage 3 Event Group Development Stage 4 Specialisation Stage 5 Performance Level I Kids Athletics, Multi-Events, Event Group Development Stages of Athlete Development and the IAAF CECS

10. 2. THE UK CENTRE FOR COACHING EXCELLENCE

11. Background UK Coaching Framework UK Coaching Framework UK Centre for Coaching Excellence (2007) UK Centre for Coaching Excellence (2007) Bidding process (2008) Bidding process (2008) Designation of Leeds Metropolitan (2008) Designation of Leeds Metropolitan (2008) Secondment of staff (2008-10) Secondment of staff (2008-10) Partnership agreement (draft –not complete) Partnership agreement (draft –not complete) Leeds Metropolitan Sport Coaching Action Plan Leeds Metropolitan Sport Coaching Action Plan Steps towards implementation Steps towards implementation

12. Key functions Support and development of high performing coaches Support and development of high performing coaches Support and development of high performing coach developers Support and development of high performing coach developers Bench-marking of degree programmes in sport coaching Bench-marking of degree programmes in sport coaching Creation of a network to support the above and to underpin the creation of coaching as a professionally regulated vocation Creation of a network to support the above and to underpin the creation of coaching as a professionally regulated vocation

13. 3. COACHING AS A PROFESSIONALLY REGULATED VOCATION

14. A work in progress.... BANC and BISC BANC and BISC 1991 Coaching Matters Report 1991 Coaching Matters Report 2000 UK Vision for Coaching 2000 UK Vision for Coaching 2003 Coaching Task Force Report 2003 Coaching Task Force Report 2007 UK Coaching Framework 2007 UK Coaching Framework 2008 UK Centre for Coaching Excellence 2008 UK Centre for Coaching Excellence

16. The 4 x 4 Model of Coach Development

17. 4. RECENT INTERNATIONAL DEVELOPMENTS

18. Master Coach Senior Coach Coach Coach Apprentice Coach PerformanceOrientedAthletes/TeamsParticipationOrientedSportspeople EQFLevels (1- 8) 7-37-3 NationalLevels (… – …).. -.. TalentsHighPerformanceBeginners ParticipationOriented Standard Occupations and Coaching Roles (ECC)

19. Strands for recognition Federation Higher Education Other recognised coaching education agencies National Competent Authorities recognise Federation-based education Public or private coaching education agencies Higher Education based education MUTUAL RECOGNITION OF ALL QUALIFICATIONS FOR DIFFERENT PURPOSES

20. Bachelors degree in coaching, with a specialism in one, two or three sports N of sports / coaching level Apprentice Coach Senior Coach Master Coach 1 XXX (possible) --------- 2XX--------------------- 3XX (possible)

21. Coaches play a central role in providing sport experiences for sportspeople of all ages and skill levels To fulfil their role, coaches must have appropriate competence and training, taking into account the target group(s) with whom they are working Coaches are expected to be as concerned with the well being of the sportspeople as they are with optimising performance. Coaches should respect the rights, dignity and worth of every sports participant, and treat everyone equally, regardless of sex, ethnic origin, religion or political conviction. Coaches are expected to work in an open and co-operative manner with all individuals responsible for the welfare and performance development of the sportspeople. Coaches should develop and maintain a high standard of training; their action, whilst conducting training sessions, should reflect scientific knowledge and current expertise. Convention

22. Scientific principles should be applied in every level of coaches training. Responsibilities and professional competence should gradually build up from the initial levels of coaches qualification to the final ones. All coaches should hold a coaching qualification that is recognised by the national competent authority and the relevant federation. The framework for the recognition of coaching competence and qualifications as proposed by the European Coaching Council is the European recognised mechanism reference point for the period 2008-11. The establishment of a formal review mechanism will be investigated to provide a basis on which prior learning and current competence can be recognised and where coaching qualifications can be reviewed against the ECC framework. Consideration should be given to the establishment of a licensing system that will have international recognition and currency. Convention

24. ICCE Strategy Global Framework for the recognition of coaching competence and qualifications (GFRCCQ) Global Framework for the recognition of coaching competence and qualifications (GFRCCQ) Global Network of coaches Global Network of coaches Coaching as a profession Coaching as a profession Note: Key role of higher education and the proposed establishment of a Global- European Coaching Office and a Coaching Senate

25. 5. NEXT STEPS

26. Next steps Review of sports coach UK strategy and consultation with key partners Review of sports coach UK strategy and consultation with key partners Completion of Coaching Action Plan for Leeds Metropolitan University Completion of Coaching Action Plan for Leeds Metropolitan University Optimal delivery for the key functions Optimal delivery for the key functions Formal operating structure and key relationships Formal operating structure and key relationships

27. 6. YOUR THOUGHTS AND QUESTIONS

28. THE UK CENTRE FOR COACHING EXCELLENCE BASES Heads of Department 25 May 2010 Patrick Duffy Leeds Metropolitan University p.duffy@leedsmet.ac.uk