Presentation on theme: "NCCP Transition General Overview May 2004 Ontario Sport Leadership Presentation May 7, 2004."— Presentation transcript:
NCCP Transition General Overview May 2004 Ontario Sport Leadership Presentation May 7, 2004
Preliminary Statement 65 Sports in the NCCP Statements are general to the 65 sports Exceptions to every situation/issue
Why is the NCCP changing?
An Evaluation of the NCCP In , a thorough evaluation of the NCCP was undertaken by the National Coaching Certification Council to examine the effectiveness of the NCCP and to suggest improvements to the program.
Focus needs to be more on coaching abilities rather than on information Courses need to offer more opportunities to apply concepts A better balance between teaching the « art » and « science » of coaching is required Recommendations for the NCCP
be more flexible & relevant - reflect differences between sports and different types of coaches within each sport be more accessible be based on abilities required to coach in a given environment (community to high performance) in order to meet the needs of the participants recognize prior abilities and education Recommendations for the NCCP
An Evaluation of the NCCP The transition of the NCCP toward a competency-based education and training program was initiated in response to the recommendations that emerged from the evaluation.
Key Improvements NCCP in 1996 Structure the same for all sports Education and certification organized by level Education and certification based on generic content topics NCCP in Structure adapted to each sport Education and certification organized by type of coach Training and certification based on outcomes that are sport-specific
Key Improvements NCCP in 1996 Education = certification Limited recognition of prior abilities, experience and education NCCP in Education = education Certification = proven abilities that are evaluated Coaches can be evaluated without mandatory education if appropriate
Key Improvements NCCP in 1996 No real fit for community coaches (entry point too demanding in course hours and content – theory 13.5 hrs plus technical plus practical) Content areas are presented separately, coaches are expected to integrate them NCCP in Community coaches identified as a key type of coach for some sports, training tailored to their needs (8-10hrs, sport-specific) Using a problem-solving approach, coaches are trained to integrate new concepts/content in a way that is relevant to their situation
Key Improvements NCCP in 1996 Values and ethics are covered as general concepts Only way to learn more is to go to next level up NCCP in Coaches work with the Code of Ethics and a decision-making framework to discuss ethical situations common in their coaching context PD in each coaching context is available
Key Improvements NCCP in 1996 Coaches educated using specific examples and assignments that at times didn’t reflect the environment and/or participants they were working with. NCCP in Coaches trained and evaluated based upon the specific context they are working in to ensure relevancy.
Coaches to be certified by Streams / Contexts, not by Levels Coaching Development SYSTEM
Community Sport CompetitionInstruction Initiation Ongoing participation Introduction Development High performance Beginner Intermediate Advanced Coaching Streams& Contexts
Sports will determine entry point and progression of coaches within their system. Not all sports will have all of the Streams or all of the Contexts.
Entry by Participant Coached Candidate’s profile Stream/Context Certification requirements Outcomes Criteria Accept Code of Conduct NCCP Trained Evaluation Outcome Criteria Minimum Standards Attend Education And Training Learning exp. - Mentoring Practical experiences NCCP Certified
Certification Successful evaluation of identified Outcomes Acceptance of Code of Conduct Valid for 5 years
Maintenance of Certification Active Coaching* Adherence to Code of Conduct Participation in recognized PD activities* * As determined by the NSF
How Does the NEW NCCP Evolve? Identification of participant model (PDM) Identificaton of coaching model (CDM) Identification of outcomes for each coaching context Identification of standards for each outcome in each context Procedures to evaluate outcomes to desired standards developed
How Does the NCCP Evolve? Determine how best to train/educate a coach to achieve certification standards Develop new / modify current: learning experiences; mentoring programs; coach resources Pilot: evaluations / learning experiences Train facilitators and evaluators Submit for Approval Process
In summary, changes will result in… Training that is experiential, relevant to coaches, and directly based on what they need to be able to do to meet the needs of the participants/athletes they coach. A flexible program structure that can accommodate for differences between sports. Certification that is awarded to coaches who demonstrate an ability to do the tasks required of a coach in their context.
for Competition Introduction Launch of Multi-sport modules
Competition - Introduction Launch of multi-sport modules 10 sports expected to launch program by March ‘05
Community Sport - Initiation Sport specific delivery 15 – 23 sports will have an approved program by March ’05 Official launch in October ’04 Canoe*, Ringette*, Rugby, Curling, Soccer, 10Pin Bowling, Cricket, Hockey, Lawn Bowls, Softball, Basketball, Football, Ski Jump/Nordic Combined, Field Hockey, Baseball, CP Sports – Boccia, Cross-Country Skiing, Lacrosse, Table Tennis,Team Handball, Biathlon, Blind Sport – Goalball
Instruction - Beginner Utilizing some of the multi-sport modules 10 sports expected to launch program by March ‘05
Enter the CAC Website at Click NCCP in the left column
Tools available for communication Contact SAO
Enhanced Database Tracks and identifies coaches as In-training, Trained, and Certified Tracks coaches progress to the level of criteria “For Coach” functions: Cards, transcripts, Pathway, profile updating Survey functions for program evaluation Remote data entry Auto notification for key dates Transferability of Part A/Part B to Theory 1 & 2 equivalency