1st4sport Qualifications - The FA Licensed Coaches Club - The ...

1st4sport Qualifications 

the awarding body for active learning and leisure 

Developed in Partnership 

with FA Learning 

1st4sport Level 1 Award in 

Coaching Football (QCF) 

Tutor/ 

Assessor/Verifier Guidance 

Part One 

A Summary of the Qualification including 

Learning and Assessment Guidance 

Product Reference: L1ACFQ 3.4a



© Coachwise Ltd, 2010 

This document is copyright under the Berne Convention. All rights are reserved. Apart from 

any fair dealing for the purposes of private study, research, criticism or review, as 

permitted under the Copyright, Designs and Patents Act 1998, no part of this publication 

may be reproduced, stored in a retrieval system, or transmitted in any form or by any 

means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or 

otherwise, without the prior written permission of the copyright owner. Enquiries should be 

addressed to 1st4sport Qualifications. 

Developing and awarding qualifications for the active learning and leisure industry 


Coachwise Ltd 

Chelsea Close 

Off Amberley Road 

Armley 

Leeds LS12 4HP 

Tel: 0113-290 7610 

Fax: 0113-231 9606 

Email: footballcoaching@1st4sportqualifications.com 

Website: www.1st4sportqualifications.com 

The Ofqual-recognised awarding body 1st4sport Qualifications is a brand of Coachwise 

Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the 

UK-registered charity leading the national development of coaches and the coaching 

system. Any proceeds go directly back to sports coach UK to help them develop and 

advance sport nationwide. 

Developed in partnership with FA Learning 

The Football Association 

Wembley Stadium 

Wembley 

Middlesex HA9 0WS 

Tel: 020-7745 4545 

Website: www.TheFA.com/FALearning 

Post: The Football Association 


PO Box 1966 

London SW1P 9EQ 

National/Qualification Accreditation Number: 501/1628/9 

Version: TD 030910 




Contents 

Page 

Introduction to 1st4sport Qualifications 1 

Introduction to the Qualification 4 

Qualification Aim and Learning Outcomes 7 

Qualification Delivery Format 8 

Summary Assessment Specification 9 

Criteria for Tutors, Assessors, Verifiers, Facilities and Resources 10 

The Sector Skills Council for Active Leisure, Learning and Wellbeing 

12 

National Occupational Standards and QCF qualifications 13 

Level 1 Practical Syllabus 14 

Unit Specification for Unit 101 15 







Recommended Outline Learning Programme 23 

Recommended Reading 27 

Guidance on Reasonable Adjustments to Assessment 28 




Tutor Notes: 


Introduction to 1st4sport Qualifications 



Welcome to the guidance pack for the 1st4sport Level 1 Award in Coaching Football (QCF). 

The 1st4sport Level 1 Award in Coaching Football (L1ACFQ) is awarded by 1st4sport 

Qualifications and has been developed in partnership with FA Learning the education arm of 

The Football Association. It is one of a number of coaching qualifications awarded by 

1st4sport Qualifications. 

1st4sport Qualifications is an awarding body recognised and regulated by the Office of the 

Qualifications and Examinations Regulator (Ofqual) and created with the aim of offering 

vocational qualifications in areas of sport, recreation and allied occupations. We work in 

partnership with a variety of organisations to develop qualifications. We are developing a 

catalogue of qualifications to include vocational qualifications from the following sectors: 

• coaching 

• officiating 

• sports therapy 

• sports development 

• education and training 

• sports science 

• facility operations 

• spectator control 

• outdoor education 

• volunteer management. 

The Ofqual-recognised awarding body 1st4sport Qualifications is a brand of Coachwise 

Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the 

UK-registered charity leading the national development of coaches and the coaching 

system. Any proceeds go directly back to sports coach UK to help them develop and 

advance sport nationwide. 

1st4sport Qualifications Mission Statement 

To provide the sport and recreation industry with a quality-assured and 

cost-effective qualification awarding service. 

It is our aim to keep the costs of awarding qualifications as low as possible. We appreciate 

that many of our customers involved in the sector will be offering their skills on a voluntary 

basis. However, we must balance economy with our stated aim to offer a quality assured 

service, where possible and appropriate, matching the criteria of, and gaining accreditation 

on to, the government’s Qualifications and Credit Framework (QCF). 

In an effort to reduce the costs of 1st4sport Qualifications we aim to utilise electronic 

means of communication wherever possible. 1st4sport Qualification’s website 

(www.1st4sportqualifications.com) or e-mail (enquiries@1st4sportqualifications.com) 

should be the first port of call for organisations or individuals looking for information. For 

those without access to the Internet, other formats are available, please contact: 

Post: 1st4sport Qualifications 

Coachwise Ltd 

Chelsea Close 


Armley 


Tel: 0113-290 7610 Fax: 0113-231 9606 

1 




The full list of qualifications available from 1st4sport Qualifications is available on request. 

The status of qualifications offered by 1st4sport Qualifications on Schedule 96 and/or 

Schedule 97 of the Learning and Skills Act 2000 and the Qualifications and Credit 

Framework (QCF) may vary. All efforts will be made to communicate changes in the status 

of qualifications via the appropriate media. 

The websites of the National Database of Accredited Qualifications, The Department for 

Business Innovation and Skills (BIS), Department for Education, Ofqual and the 

Qualifications and Curriculum Development Agency (QCDA) may also provide information: 

www.accreditedqualifications.org.uk 

www.bis.gov.uk 

www.education.gov.uk 

www.ofqual.org.uk 

www.qcda.gov.uk/ 

Information on issues pertinent to the sport and recreation sector and, in particular, the 

National Occupational Standards are available from SkillsActive: 

SkillsActive 

The Sector Skills Council for Active Leisure, Learning and Well-being 

6th Floor 

Castlewood House 

77–91 New Oxford Street 

London WC1A 1PP 

Tel: 020-7632 2000 

Website: www.skillsactive.com 

Email: skills@skillsactive.com 

Contacting The Football Association and FA Learning 

Post to: The Football Association, Wembley Stadium, PO Box 1966, 


Tel: 0844-980 8200 

Website: 

www.TheFA.com/FALearning 

Information on the UK Coaching Certificate 

Email: 

Website: 

coaching@sportscoachuk.org 

www.sportscoachuk.org 

Product Reference: L1ACFQ 3.4a 2



This Document 

This document aims to provide an outline of the qualification for Tutors, assessors and 

verifiers of the L1ACFQ. The guidance should be read in conjunction with the Learner Pack 

(Product Ref: L1ACFQ 3.4) for the qualification and may be augmented by additional 

technical guidance from FA Learning. This Pack has been updated in January 2010 to 

reflect technical changes to the qualification made at that time. 

We would recommend that you read this and associated documents fully and become 

familiar with the requirements of the qualification and its individual units prior to the 

registration of learners. Additional guidance is available from the 1st4sport Qualifications 

email helpline: footballcoaching@1st4sportqualifications.com 

Additional Guidance and Reference Material 

This document is supported by a variety of other documents that are particularly important 

for the Tutor/assessor/verifier – some of which will be provided to the learner and may 

need to be explained. This qualification is supported by a variety of administrative and 

quality-assurance documentation that will be provided to those organising the delivery of 

the qualification – the approved centre. The most important of these is the 1st4sport 

Qualifications Approved Centre Handbook, the requirements of which all centres should be 

familiar with. 

3 




Introduction to the Qualification 

This document has been developed for Tutors, assessors and verifiers as a summary of the 

qualification, providing information on what must be delivered and assessed for learners to 

achieve the qualification. 

Qualification Title 

1st4sport Level 1 Award in Coaching Football (QCF) 

Abbreviation 

L1ACFQ 

The 1st4sport Level 1 Award in Coaching Football (L1ACF) is awarded by 1st4sport 

Qualifications has been developed in partnership with FA Learning, the education arm of 

The Football Association (The FA) and is one of a number of coaching qualifications awarded 

by 1st4sport Qualifications. This qualification is solely administered and awarded by 

1st4sport Qualifications as the recognised awarding body. The FA, as the national governing 

body for football in England, is committed to providing services to the sport. 

Qualification Title 

Title 

1st4sport Level 1 Award in Coaching Football 

(QCF) (L1ACFQ) 

Accreditation 

No. 

Level 

Credit 

501/1628/9 1 7 

Unit Information 

Title 

101 

102 

103 

104 

105 

106 

107 

Understanding the 

fundamentals of coaching sport 

Understanding the principles of 

planning coaching activities in 

sport 


conducting coaching activities 

in sport 


evaluating coaching activities 

in sport 

Planning football coaching 

activities 

Conducting football coaching 

activities 

Evaluating football coaching 

activities 

Accreditation 

No. 

Level GLHs Credit 

D/601/3531 1 6 1 

H/601/3532 1 10 1 

K/601/3533 1 10 1 

M/601/3534 1 7 1 

F/602/4988 1 4 1 

J/602/4989 1 5 1 

A/602/4990 1 3 1 

This qualification is accredited onto the Qualifications and Credit Framework (QCF) and as 

such, on completion, will give learners credit which may be used towards other similar 

qualifications. When learners have completed the qualification, or units of it, their QCF 

achievements will be uploaded by 1st4sport to the Personal Learner Record (PLR) service. 

The PLR is operated by the Skills Funding Agency for learners engaged within the QCF. The 




Skills Funding Agency offers this PLR Service which stores information on the QCF units and 

qualifications people have completed. The PLR will be a lifelong record of learners’ learning 

and qualifications, which will be accessible to them and to organisations where they have 

permitted viewing. 

The knowledge gained will enable learners to develop a basic understanding of safe, ethical 

and effective football coaching. The qualification may be used to generate evidence for a 

Level 1 NVQ Award in Sport and Active Leisure (QCF) or other vocational football coaching 

qualification. The qualification is a component of The FA’s UKCC-endorsed coach education 

programme. 

The L1ACF contributes to the provision of the underpinning knowledge and understanding of 

the Level 1 National Occupational Standards (NOS) for Sport and Active Leisure. The NOS 

have been developed by people from the industry with a vast range of knowledge and 

experience. The standards provide a benchmark of good practice. 

Recommended Learning Hours 

When all seven units are delivered and assessed in totally, a minimum of 35 learning hours 

(NLHs) of which 30 are guided learning hours are recommended to complete the delivery, 

the directed learner activities, internal and final assessment of the qualification. 

These hours are likely to be composed of a minimum of: 

• induction = 3 hour 

• course of training and assessment = 15 hours 

• achievement of pre-requisites = 6 hrs 

• home study and directed activities = 5 hours 

• a final assessment of learners’ practical coaching and knowledge = 6 hours. 

In circumstances where learners have additional learning needs, the approved centre may 

need to offer additional time to the learner, to support them in the achievement of this 

qualification. 

Recognition of Prior Learning (RPL) 

The units 101 – 104 are generic coaching knowledge units which learners may have 

achieved through completion of other qualifications that contain those units, such as the 

1st4sport Level 1 Award in the Principles of Coaching Sport (QCF), Qualification 

Accreditation Number: 500/9004/5, or similar qualifications from other awarding bodies. 

Recognised centres have a responsibility to review learners’ prior achievements and if the 

learning is considered to be current (have occurred within the last 12 months) and the 

learner is able to apply the knowledge gained through achievement of the units in the 

context of coaching football. 

Accreditation Dates and Learner Registration Period 

Qualification Accreditation Start Date: 01/09/2010 

Qualification Accreditation End Date: 28/02/2015 

Qualification Certification End Date: 28/02/2016 

The learner registration period for this qualification is one year. Learners are required to 

successfully complete their programme of learning and assessment, and a certificate applied 

for within that period. Learners who are disadvantaged or were unable to attend their 

assessment due to emotional/physical difficulties or adverse circumstances may apply to 

extend their registration period via the 1st4sport special consideration process. 

5 




Recommended Tutor/Assessor:Learner Ratio 

To ensure the appropriate support for, and monitoring of, learners during practical sessions 

the delivery and assessment of the qualification is recommended to operate at a ratio of 

one appropriately qualified tutor or assessor to a maximum of 24 learners. 

Delivery Format 

The whole qualification, incorporating this pathway unit, is designed to be delivered via a 

mixture of tutor-delivered theoretical and practical sessions and home study. The 

qualification places appropriate emphasis on the practical aspects of the role of the coach. 

Achievement of the qualification is normally via the combination of the following phases: 

• completion of an induction process that will provide learners with an introduction to the 

qualification and guidance on meeting the pre-requisites of the qualification, if required. 

In addition, learners will receive support and guidance on accessing learning resources 

that support the development of their knowledge 

• a programme of training, during which learners will be provided with the predominantly 

practical and technical information required to enable them to fulfil the role. They will 

undertake at least one assessment of their coaching of Football 

• achievement of knowledge via a structured programme of learning and/or home study 

and/or distance learning modules 

• an final assessment of their practical coaching and an aspect of the knowledge and 

understanding of the outcomes of the qualification. 

At the conclusion of the programme of training and assessment all learners will be actionplanned 

for their further development. 

Qualification Prerequisites 

Prior to certification, learners are required to: 

• be at least 16 years of age 

• hold as a minimum a current Emergency Aid Certificate 

• have attended The FA Workshop Safeguarding Children in Football (Learners under the 

age of 18 years are eligible to complete The FA Child Protection Distance Learning 

Module ‘Safeguarding Children in Football – A Guide’ as an alternative to the workshop). 

For those with proven experience and knowledge in this area, Accreditation of Prior 

Learning (APL) may be offered. 

The above prerequisites, for those who do not already hold the appropriate evidence, will 

normally be provided by recognised centres as part of the learning programme. 

Reassessment Procedures 

Learners who are unsuccessful in any aspect of assessment – theoretical or practical – may 

be offered a maximum of two opportunities to re-sit the appropriate portion of the 

assessment within their one-year period of registration with 1st4sport Qualifications. 

Learners should be aware that recognised centres may levy additional charges for 

conducting reassessments. 


Qualification Aim and Learning Outcomes 

Aim 



To provide learners with an introduction to offering the principles/practice of safe, ethical 

and effective management and coaching of football to adults and young people, as an 

assistant normally under the supervision of a Level 2 qualified coach. This certificate offers 

an opportunity for aspiring football coaches to be supported in developing their knowledge 

of how to effectively coach a local club or school team. 

Learning Outcomes 

On successful completion of the L1ACF, learners should be able to: 

• Know how to establish and maintain an effective, fair and equitable coaching 

environment 

• Understand the principles of coaching 

• Know how to establish and maintain a safe coaching environment 

• Understand how to plan coaching activities 

• Understand how to plan for a safe coaching environment 

• Understand how to prepare facilities and equipment for coaching activities 

• Understand how to prepare participants for coaching activities 

• Understand how to conduct planned coaching activities 

• Understand how to support participant(s)’ behaviour and performance 

• Understand how to conclude coaching activities 

• Understand how to evaluate coaching activities 

• Understand how to develop own coaching practice 

• Plan football coaching activities 

• Plan for a safe environment 

• Prepare facilities and equipment for football coaching activities 

• Conduct planned football coaching activities 

• Support player(s)’ behaviour and performance 

• Conclude football coaching activities 

• Evaluate football coaching activities 

• Develop own coaching practice. 

7 




Qualification Delivery Format 

The 1st4sport Level 1 Award in Coaching Football (QCF) comprises seven units of 

assessment (see Figure 1 below), of which four are generic knowledge-specific units (101 – 

104) and three football coaching-specific units (105 – 107) during which learners are 

required to show that they can plan and deliver coaching activity sessions which meet the 

requirements of the Level 1 Football Practical Syllabus. Learners who already hold the four 

generic units may be able to apply for Recognition of Prior Learning (RPL), at the discretion 

of their recognised centre/assessor. To qualify for the 1st4sport Level 1 Award in Coaching 

Football (QCF), learners must successfully complete/have credit for all seven units. 

1st4sport Level 1 Award in Coaching Football (QCF) 

Unit 101 

Understanding the fundamentals of 

coaching sport 

Unit 102 

Principles of planning coaching activities 

in sport 

Unit 103 

Principles of conducting coaching 

activities in sport 

Unit 104 

Principles of evaluating coaching 

activities in sport 

Unit 105 

Planning football coaching activities 

Unit 106 

Conducting football coaching activities 

Unit 107 

Evaluating football coaching 

activities 

Figure 1: Structure of the 1st4sport Level 1 Award in Coaching Football (QCF) 

Achievement of the qualification is normally via the combination of the following phases: 

• Completion of an induction process that will provide learners with an introduction to the 

qualification and assistance in meeting the prerequisites of the qualification, if required. 

In addition, learners will receive support and guidance on accessing learning resources 

that support the development of their knowledge. 

• A programme of training, during which learners will be provided with predominantly 

practical and technical information enabling them to fulfil the role. Learners will 

undertake at least one initial assessment of their coaching of a football activity session 

on which they will receive feedback. 

• Learners will also receive a structured programme of learning and/or home study 

and/or distance learning modules to provide them with the required knowledge. 

• Learners will then be finally assessed by an appropriately qualified assessor observing 

them coach a football activity session. 

Fees 

The learner registration and certification fee for the 1st4sport L1ACF is available from 

1st4sport Qualifications on request. The learner registration and certification fee is per 

learner and provides registration and certification for the qualification, a Learner Pack, 

appropriate learning and assessment materials and a certificate. 




Progression 

When successful, learners are eligible to seek paid or voluntary employment in appropriate 

football coaching roles. Opportunities may include coaching in grassroots club and school 

environments. Learners should look to develop their learning and knowledge of football 

coaching by working with other more experienced coaches. Holders of this qualification may 

wish to gather further evidence to achieve a Level 1 NVQ Award Sport and Active Leisure 

(QCF). An NVQ or individual units of the national standards can only be achieved via an 

organisation/college approved to offer the NVQ and/or appropriate units. Achievement will 

require learners to demonstrate their competence in fulfilling all the performance criteria 

and range of the national standards, in the workplace, over a period of time. In addition, 

after an appropriate period of practice as a Level 1 coach, learners may choose to follow a 

programme of training and assessment for the Level 2 Certificate in Coaching Football 

(QCF) or any of the following: 

• 1st4sport Level 2 Award in Coaching Principles 

• FA Youth Award 

• 1st4sport Level 2 Certificate in Event and Match Day Stewards 

• 1st4sport Level 2 Certificate in Coordinating Sports Volunteers. 

All qualified coaches are encouraged to become members of The FA Coaches Association to 

take advantage of the available professional and educational services. In addition, learners 

may wish to progress their knowledge of coaching methods and practices in a specific area 

of interest and undertake workshops and/or alternative learning opportunities offered by 

other relevant organisations, such as sports coach UK. 

Summary Assessment Specification 

The assessment methods for this qualification include knowledge tests, tasks relating to 

coaching football and observation of learners’ practical coaching. The learner’s FA Tutor will 

help them understand how to complete the Learner Pack, the different sorts of evidence 

that are appropriate and acceptable and what the programme of assessment will be. 

Learners should be thoroughly briefed on the assessment criteria and procedures for the 

qualification. To achieve the qualification, learners are required to have, in summary, 

assessed evidence of: 

Summary of Assessment 

The learner must be have: 

1 an appropriate understanding of the Level 1 knowledge units and the specific 

technical knowledge underpinning the coaching of football at this level, which will be 

assessed via performance, simulation, tasks and assignments 

2 collected the information needed to plan activities for a minimum of two types of 

players (including type, ability and specific needs) 

3 produced pre-prepared or personal plans for a minimum of two coaching activities 

from different football coaching sessions drawn from the Level 1 Football Practical 

syllabus. The planned activities must be of a minimum of 15 minutes in duration 

4 have been observed coaching a minimum of one of the planned sessions by an 

appropriately qualified assessor 

5 produce an evaluation for all coaching sessions, one of the sessions evaluated must 

be observed being coached by an appropriately qualified assessor. 

9 




Criteria for Tutors, Assessors, Verifiers, Facilities and Resources 

This guidance supports and augments the generic 1st4sport Qualifications criteria for tutors, 

assessors and verifiers to be found in the 1st4sport Recognised Centre Requirements. The 

1st4sport generic criteria are augmented by the requirements of this qualification to be 

found below. 

Criteria for Tutors and Assessors 

It is acknowledged that for the 1st4sport Level 1 Award in Coaching Football the same 

person or two different people may fulfil the roles of tutor and assessor. The centre’s 

external verifier will ensure that all persons providing training or assessment for the 

qualification are current against the qualification-specific criteria below. 

To delivers or assess the L1ACF, individuals must hold a current FA Level 1 Tutor Licence 

(or home nation equivalent), which requires the holder to: 

• hold a Level 3 Certificate in Coaching Football (UEFA B Coaching Award) 

• be a current member of the FA Coaches’ Association 

• have successfully complete the FA Generic Tutor Training programme 

• attend an appropriate induction/training/mentoring programme to ensure familiarity 

with the delivery and assessment requirements of the L1ACF 

• have been successfully co-tutoring/be mentoring on the delivery and assessment of the 

L1ACF. 

Criteria for Internal Verifiers 

Internal verifiers for the 1st4sport Level 1 Award in Coaching Football (QCF) must meet the 

generic 1st4sport Qualifications criteria for internal verifiers and must hold a current FA 

Level 1 Tutor Licence or home nation equivalent. 

Criteria for External Verifiers 

This guidance supports and augments the generic 1st4sport Qualifications criteria for 

external verifiers to be found in the 1st4sport Supply of Services Agreement and Recognised 

Centre Handbook. 

External Verifiers for the 1st4sport Level 1 Award in Coaching Football will be employed by 

1st4sport Qualifications and hold a minimum of the FA Level 2 Tutor Licence or home nation 

equivalent. 

Facilities/Resources 

This guidance supports and augments the generic criteria for facilities/resources of 

1st4sport Qualifications to be found in the 1st4sport Recognised Centre Requirements and 

the Recognised Centres Handbook. Any training or assessment site must meet the 

requirements of accepted safe practice in the sport, detailed in the relevant publications. 

Training and/or assessment sites must include areas that have the following features and 

lists of equipment that follows. 

Training and/or assessment sites must include a playing area that is: 

• recommended minimum size 30 yards x 20 yards 

• an appropriate playing surface eg: grass, Astroturf or RedGra 

• goals – appropriate sized (BSI approved) – goals to meet the participants’ requirements 

and size of playing area 




• conditions – assessment should only take place in environmental conditions in which the 

level of light and temperature are appropriate to the participants’ and learners’ needs 

• footballs – association footballs appropriate to the needs of the participants 

• the area surrounding the playing area should be safe and free of obstructions. 

Safety considerations 

Recognised Centres’ and learners’ attention is drawn to the FA Guide on Goalpost Safety 

included in The FA Grassroots Club Administration handbook. 

1st4sport Recognised Centres are encouraged to ensure that all learners and persons being 

coached wear appropriate sports apparel including correct footwear for the playing surface 

and shin guards covered by socks. 

11 




The Sector Skills Council for Active 

Leisure, Learning and Well-being 

The Sector Skills Council for Active Leisure, Learning and Well-being – SkillsActive – has 

developed a qualification map to guide the development of qualifications that meet 

employers’ needs. 

Figure 2 shows a portion of the map relevant to Level 1 qualifications and illustrates where 

the L1ACF sits. 

Level 2 

National Standards 

Level 1 

National Standards 

Technical Football Content 

1st4sport Level 2 Diploma in Coaching 

Football (QCF) 

1st4sport Level 2 Certificate in Coaching 


1st4sport Level 1 NVQ Award in Sport and Active 

Leisure (QCF) 

1st4sport Level 1 Award in Coaching 


Figure 2: Sport and Recreation Sector Map 

The 1st4sport Level 1 Award in Coaching Football (QCF) is a qualification accredited onto 

the Qualifications and Credit Framework. This qualification has been designed to provide 

learners with opportunities for development in an occupational area and provide a broad 

foundation leading to employment and/or further study. 

Further information on the work of SkillsActive, the sector map or the full range of National 

Occupational Standards for the industry may be found by contacting: 

SkillsActive 

The Sector Skills Council for Active Leisure, Learning and Well-being 

6th Floor 

Castlewood House 

77–91 New Oxford Street 

London WC1A 1DG 

Tel: 020-7632 2000 

Email: skills@skillsactive.com 

Website: www.skillsactive.com 




National Occupational Standards and QCF qualifications 

The Level 1 National Occupational Standards (NOS) for Sport and Active Leisure are 

composed of three mandatory units and a choice of two pairs of optional units. 

Mandatory Units: 

C11 Help to provide equipment for activities 

C35 Deal with accidents and emergencies 

D15 Help give good levels of service to participants and customers 

Optional pair A – Recreation Assistant role 

C21 Help to maintain facility areas 

C260 Help maintain activity equipment 

Optional pair B – Coaching/Activity Leadership role 

D41 Help to plan and prepare a session 

D42 Lead an activity within a session. 

To achieve a Level 1 NVQ Award in Sport and Active Leisure, learners are required to 

generate evidence in all the mandatory units and one of the pairs of optional units. If 

progressing from the 1st4sport Level 1 Award in Coaching Football learners would be 

encouraged to complete the mandatory units and the Coaching/Activity Leadership pair of 

optional units. This evidence may be gathered in the context of football, utilising the basic 

skills and techniques required at Level 1. 

The Level 1 NOS units are used as the basis of the units of the 1st4sport Level 1 Award in 

Coaching Football. Within the QCF the qualification titles: Award, Certificate and Diploma 

are used to indicate the size, amount of time it would normally take, from scratch, to 

complete a qualification. 

This size is measured in learning time, which includes the hours a learner might need to 

prepare to attend a course, the course and assessment time and any preparation or 

additional work (such as logged coaching) they would need to complete. These hours are 

converted into a ‘currency’ which is called credit. Ten hours of learning time = 1 credit. 

Please see below how the range of credits is applied to each size qualification. This is 

designed to help learners understand the size of a particular qualification that they aspire to 

study. The examples below relate to the full breadth of qualifications available at level 2, 

there are no QCF Level 1 Certificates or Diplomas in coaching. 

A Level 2 Award in the Principles of Coaching, is a small qualification (1 – 12 credits) which 

includes only knowledge units and does not qualify someone to coach a particular sport. 

A Level 2 Certificate in Coaching Football, is a larger (13 – 36 credits) sport-specific 

qualification which includes both knowledge units and practical coaching units in a particular 

sport, such as football. This qualification will be the minimum industry standard to coach a 

particular sport without supervision. 

A Level 2 Diploma in Coaching Football, would be larger again (>36 credits) and a sportspecific 

qualification which includes both knowledge units and practical coaching units in a 

particular sport, such as football. This qualification assesses the coach coaching a broader 

range of football techniques, a broader range of players and is assessed in the coach’s 

workplace over a period of time. Diplomas are most appropriate for those already holding a 

Level 2 Certificate and being employed in a football coaching role. 

13 




Level 1 Practical Syllabus 

This Practical Syllabus should be read in conjunction with the Unit Specifications of the 

1st4sport Level 1 Award in Coaching Football. To achieve the Level 1 Award in Coaching 

Football (QCF), learners will be required to demonstrate an understanding and application 

of coaching the following football techniques in an appropriate environment. 

Age Groups 

Syllabus Components 

Coaching Players 

Under 8 Years 

• Appropriate warm-up/cool-down 

• Mini Soccer (5v5) 

• Key techniques, including: 

– running with the ball 

– turning 

– dribbling 

– shooting 

– passing and control 

– goalkeeping 

– ball control 


Under 10 Years 


• Mini Soccer (7v7) 

• An introduction to game understanding in attack and 

defence 

• Key techniques and skills including: 


– turning 

– dribbling 

– shooting 





Over 10 Years 


• Small-sided/appropriate games 

• Game understanding in attack 

• Game understanding in defence 

• Combination play (eg 1v1, 2v1, 2v3) 

• Key techniques and skills including: 


– turning 

– dribbling 

– shooting 

– heading 







Unit Specifications 

Unit 101 – Understanding the fundamentals of coaching sport 

This unit assesses the coach’s understanding of their role and the fundamentals of coaching. 

Unit 101 – Understanding the fundamentals of coaching sport 

Learning outcomes 

The learner will: 

1. Know how to 

establish and 

maintain an 

effective, fair and 

equitable coaching 

environment 

2. Understand the 

principles of 

coaching 

3. Know how to 

establish and 

maintain a safe 

coaching 

environment 

Assessment criteria 

The learner can: 

1.1 Outline why it is important to communicate clearly with 

participant(s) and colleagues 

1.2 Outline what might happen if communication is not clear 

1.3 Outline why equality and diversity are important in working 

with participant(s) and colleagues 

1.4 State how to treat people equally and respect their 

individuality 

1.5 Identify how to dress and present self at work 

1.6 Identify examples of positive behaviour when coaching 

participant(s) 

1.7 Outline why dress, appearance and behaviour are important at 

work 

2.1 Outline why teamwork is important in providing good levels of 

service 

2.2 Outline why it is important to always try to improve own work 

2.3 Outline why feedback from colleagues and participant(s) is 

important 

2.4 Identify how to use feedback from colleagues and 

participant(s) to improve own work 

3.1 Outline why safeguarding children and vulnerable people is 

important 

3.2 Identify the procedures to follow for safeguarding children and 

vulnerable people 

3.3 Describe the values or codes of practice relevant to own work 

3.4 Explain the importance of dealing with accidents and 

emergencies promptly, calmly and correctly 

3.5 Identify the types of injuries and illnesses that may occur in 

own area of work 

Assessment Specification 

This unit will be assessed through awarding body developed knowledge tests, tasks, 

assignments or practical delivery. 

15 




Unit 102 – Understanding the principles of planning coaching activities in 

sport 

This unit assesses the coach’s understanding of how to plan and prepare activities within 

coaching sessions. 


sport 



1. Understand how 

to plan coaching 

activities 


to plan for a safe 

coaching 

environment 


to prepare 

facilities and 

equipment for 

coaching activities 



1.1 Outline why it is important to plan and prepare for coaching 

sessions 

1.2 Describe how to identify who has responsibility for different 

aspects of sessions 

1.3 Outline why it is important to work closely with the person 

with overall responsibility for sessions 

1.4 Identify the types of information needed to plan an activity 

within sessions 

1.5 Outline the types of information that may be confidential 

1.6 Outline how to deal with confidential information 

1.7 Outline why it is important to use evaluations of other 

activities when planning new activities 

1.8 Outline why it is important to make sure the planned activities 

meet the overall aims of the sessions 

2.1 State why health, safety, cleanliness and tidiness are 

important in a coaching facility 

2.2 Identify the procedures which must be followed for checking 

coaching facility areas and dealing with any problems found 

2.3 Outline the types of problems which may be found in a 

coaching facility area 

2.4 Outline the types of problems allowed to be dealt with by self 

2.5 Describe the types of problems which should not be dealt with 

by self 

2.6 Indicate who problems should be reported to 

2.7 Outline health and safety requirements that cover own area of 

responsibility 

3.1 Identify the types of equipment which might be used in 

coaching sessions 

3.2 Outline the main health and safety requirements for different 

items of coaching equipment 

3.3 Outline safe manual lifting and handling procedures 

3.4 Describe why safe manual lifting and handling procedures are 

important 

3.5 Identify the types of faults and/or hazards which may occur 

with coaching equipment 

3.6 Outline how to identify and report problems with coaching 

equipment 

3.7 Identify correct ways of setting up a range of coaching 

equipment 

3.8 Outline why it is important to check with a more senior 

colleague that coaching equipment has been set up correctly 





sport 




to prepare 

participants for 





4.1 State the procedures to follow when arranging coaching 

facilities and equipment and giving information to participants 

4.2 Identify the requirements for dress and equipment for the 

activities being coached 

4.3 Outline how to give clear and correct demonstrations and 

explanations of skills, techniques, rules, codes and health and 

safety requirements 

4.4 Outline why it is important to answer participant(s)’ questions 

4.5 Outline why warm ups are important 

4.6 Outline the types of warm up that are appropriate to activities 

being coached. 



17 




Unit 103 – Understanding the principles of conducting coaching activities in 

sport 

This unit assesses the coach’s understanding of how to conduct activities, conclude activities 

and support participant behaviour and performance during a coaching session. 

Unit 103 – Understanding the principles of conducting coaching activities 

in sport 






to conduct planned 



to support 

participant(s)’ 

behaviour and 

performance 


to conclude 


1.1 Describe own responsibilities during sessions 

1.2 State the health and safety requirements relevant to the activities 

being coached 

1.3 Identify sport-specific techniques, skills, rules and codes of 

behaviour relevant to the activities being coached 

1.4 Outline how to select appropriate equipment for different 

participants 

1.5 Describe the procedures for reporting accidents, injuries and 

illnesses 

1.6 Describe own responsibilities for reporting accidents, injuries and 

illnesses 

2.1 Outline the importance of good communication with participant(s) 

during sessions 

2.2 Outline how to motivate and encourage participant(s) without 

putting them under stress 

2.3 Describe ways in which participant(s)’ behaviour can be managed 

during sessions 

2.4 Outline the coaching process as it applies to the improvement of 

participant performance 

2.5 Outline the importance of giving feedback to participant(s) on 

what they are doing 

2.6 Outline how to give feedback in a way that will help participant(s) 

to improve their performance 

2.7 Identify appropriate times during an activity to provide feedback 

3.1 Outline why it is important to allow enough time to finish an 

activity as planned 

3.2 Outline why it is important to cool down 

3.3 Outline types of appropriate cool down exercises for the activities 

being coached 

3.4 Outline why it is important to get feedback from participant(s) at 

the end of sessions 

3.5 Identify procedures for putting away equipment and tidying the 

coaching facility 

3.6 Outline how to identify faulty equipment and what to do with it 

3.7 Outline why it is important to store equipment in the right place 

3.8 Outline why it is important that storage areas should be clean, 

tidy and secure 







Unit 104 – Understanding the principles of evaluating coaching activities in 

sport 

This unit assesses the coach’s understanding of how to evaluate activities within coaching 

sessions and how to use evaluations to improve their own coaching. 

Unit 104 – Understanding the principles of evaluating coaching activities 

in sport 




to evaluate 



to develop own 

coaching practice 




1.1 Outline why evaluating activity sessions is important 

1.2 Describe why it is important to compare what happened during 

a session with what was planned 

1.3 Outline the importance of making positive use of the feedback 

from others, including participants and the person responsible 

for sessions 

1.4 Outline why it is important to record the results of the 

evaluation 

1.5 Outline how to complete evaluation forms 

1.6 State how to make use of past evaluations when planning and 

conducting future activities 

2.1 Outline why it is important to always try to improve own 

coaching 

2.2 Identify how to ask colleagues for feedback on own work 

2.3 Outline why feedback from colleagues is important 

2.4 Identify how to use feedback from colleagues to improve own 

coaching 

2.5 Outline why it is important to take part in training and 

education 

2.6 Outline the sources of training and education available to 

improve coaching practice. 



19 




Unit 105 – Planning football coaching activities 

This unit assesses the assistant coach’s ability to plan and prepare activities within a football 

coaching session. 

Unit 105 – Planning football coaching activities 



1. Plan football 


2. Plan for a safe 

environment 

3. Prepare 

facilities and 

equipment for 

football coaching 

activities 



1.1 Collect information needed to plan activities 

1.2 Deal with confidential information correctly 

1.3 Produce plans for football activities that meet the session’s 

aims 

1.4 Use evaluations of previous activities to help the plan 

1.5 Make sure the planned football activities fits into the time 

available 

1.6 Check the details of plans with the person responsible for the 

session 

1.7 Identify own responsibilities of the session 

2.1 Take account of health and safety requirements when 

planning football activities 

2.2 Check the facility following the correct procedures 

2.3 Identify possible problems with facilities 

2.4 Take correct action to deal with any problems, according to 

instructions 

2.5 Report any problems clearly and accurately to a more senior 

colleague 

3.1 Identify equipment needed to deliver planned football 

activities 

3.2 Find the equipment to set up 

3.3 Lift and handle equipment safely and without causing damage 

3.4 Follow instructions for setting up and laying out the equipment 

3.5 Make sure equipment is ready when needed 

3.6 Check with a senior colleague that the set up is correct 

3.7 Identify and report any problems to a more senior colleague. 


To complete this unit learners are required to evidence: 

• Collecting information needed to plan activities on a minimum of two types of 

players (including type, ability and specific needs). 

• The production of pre-prepared or personal plans for a minimum of two coaching 

activities from different football coaching sessions. The planned activities must be 

of a minimum of 15 minutes in duration. 

• A minimum of one of the sessions planned must be observed being coached by an 

appropriately qualified assessor. 

All sessions must be drawn from the Level 1 practical syllabus for football. 


Unit 106 – Conducting football coaching activities 



This unit assesses the assistant coach’s ability to conduct and conclude activities within 

football coaching sessions. 

Unit 106 – Conducting football coaching activities 



1. Conduct 

planned football 


2. Support 

player(s)’ 

behaviour and 

performance 

3.Conclude 


activities 



1.1 Follow agreed health and safety procedures 

1.2 Refer any problems which cannot be dealt with correctly to the 

person responsible for a session 

1.3 Communicate with player(s) and colleagues clearly 

1.4 Provide player(s) with information they need throughout 

sessions 

1.5 Follow the correct procedures for safeguarding children and 

vulnerable people 

1.6 Deal with accidents, injuries and illnesses following the correct 

procedures 

1.7 Report accidents, injuries and illnesses following the correct 

procedures 

2.1 Demonstrate how to observe player(s)’ performance throughout 

activities 

2.2 Pay attention to the needs of all the player(s) 

2.3 Give feedback to player(s) at appropriate times during activities 

2.4 Make sure that feedback highlights good performance and 

where player(s) need to improve 

2.5 Ensure that feedback is clear and encouraging 

3.1 Allow enough time to finish activities 

3.2 Help player(s) to cool down safely 

3.3 Provide player(s) with feedback on what has been achieved 

3.4 Encourage player(s) to give their own feedback on activities 

3.5 Follow the correct procedures for putting away equipment and 

tidying the coaching facility 

3.6 Refer any problems which cannot be dealt with correctly to the 

person responsible for the session. 


To complete this unit learners are required as a minimum to evidence: 

• the delivery of one planned football coaching session 

• The planned session/activities must be of a minimum of 15 minutes in duration and 

be observed being coached by an appropriately qualified assessor. 


21 




Unit 107 – Evaluating football coaching activities 

This unit assesses the assistant coach’s ability to conduct and conclude activities within 

football coaching sessions. 

Unit 107 – Evaluating football coaching activities 



1. Evaluate 


activities 

2. Develop own 

coaching practice 



1.1 Carry out evaluations with the person responsible for sessions 

1.2 Compare what happened during the activity with what was 

planned 

1.3 Identify what the player(s) achieved during activities 

1.4 Take account of player(s)’ feedback about activities 

1.5 Provide own ideas about what went well and what could be 

improved 

1.6 Listen to and take account of the views of the person 

responsible for the session 

1.7 Record the results of evaluations to help improve future 

activities 

2.1 Seek feedback on own coaching from colleagues 

2.2 Work with a relevant colleague to: 

• Identify the things done well and areas which could be 

done better 

• Identify the new things needed to learn 

2.3 Identify training that would help to improve own coaching. 


To complete this unit learners are required as a minimum to evidence: 

• the production of a recorded evaluation of the delivery of a minimum of one 

planned activity session. 

• The activities must be of a minimum of 15 minutes in duration. 

• A minimum of one of the sessions evaluated must be observed being coached by 

an appropriately qualified assessor. 



Recommended Outline Learning Programme 



The following programme is recommended for the effective and structured delivery of the 

qualification. The programme may be applied flexibly, in accordance with learners’ needs 

and local circumstances. It is recommended that where possible the theoretical sessions are 

interspersed with practical aspects. It should be noted that the sessions are sequential, 

building on knowledge gained, and attempt to maximise learners’ understanding. 

When all seven units are delivered and assessed in totally, a minimum of 35 guided 

learning hours (GLHs) are recommended to complete the delivery, the directed learner 

activities and assessment of the qualification. 

These hours are likely to be composed of a minimum of: 

• induction = 3 hour 

• course of training and internal assessment = 15 hours 

• achievement of pre-requisites = 6 hrs 

• home study and directed activities = 5 hours 

• assessment of learners’ practical coaching and knowledge = 6 hours. 

In circumstances where learners have additional learning needs, the approved centre may 

need to offer additional time to the learner, to support them in the achievement of this 


23 




Programme Outline 

This programme is an effective and structured format for the delivery of this qualification. 

Recognised centres may wish to develop this programme to suit their local needs, but will 

be required to justify its effectiveness to their external verifier. The programme is based on 

approximately 7½-hours contact time per day with the one FA Tutor to a maximum of 24 

learners and a minimum of 12 learners per course. 

Induction 

Learning 

Programme 

Part A 

Learning 

Programme 

Part B 

Minimum 3 Hours 

Day 1 

Day 2 

Home Study 

Allow sufficient time for learners to 

complete the home study tasks away 

from the course. 

Achievement of Prerequisites 

Child Protection and Emergency Aid 

6 hours, as required 

Final 

Assessment, 

feedback and 

action plan 

Day 3 

Submit for Certification or Reassessment 




Recommended Learning Programme 

Phase Content Hrs 

Induction 

Confirmation of learner details, registration and 

administration processes. 

Introduction to: 

• FA Tutor(s) 

• the qualification 

• course learning and assessment programme 

• course resources 

• venue (Health and Safety briefing) 

• approved centre policies and procedures (Complaints 

and Appeals) 

• administrative requirement – inform learners of the 

approved centre name, their course and learner 

registration number 

• briefing for learners on completion of the Tasks 1 – 4 

and 6. 

3 

Learner Tasks Learners should ideally complete the Tasks 1 – 4 and 6 

during their learning programme. 

Those who are unable to complete the tasks may seek 

support during the learning programme, but will be 

expected to have evidence of completion before the final 

assessment day. 

5 

Achievement of 

Prerequisites 

Achievement of the prerequisites (for those that need to 

attend them) may be included at any point during the 

programme. Organisers should avoid planning prerequisite 

sessions after learners have had a long and involved day on 

the pitch. 

The prerequisites which are usually delivered during the 

learning programme are: 

• FA Child Protection Workshop 

• FA Emergency Aid Course 

6 

25 




Phase Content Hrs 

Learning 

Programme 

Part A 

Learning 

Programme 

Part B 

Final 

Assessment 

Day 

This first day might include: 

• Introduction to the venue and staff 

• Review of progress with the Tasks 

• Introduction to coaching activities 

• Tutor delivered practical examples of the organisation 

and management of an initial sample of four coaching 

activities 

• Learners work in pairs to prepare to deliver a coaching 

activity 

• Learners deliver an activity to their peers, in pairs and 

are given a practice assessment which offers an outcome 

and feedback against the assessment criteria of the 

Observation Checklist 

• At the end of each session the group discuss the 

characteristics of each activity and identify how they 

might be adapted and progressed for different age 

groups 

• Review of the day and any briefing for the next day. 

This second day might include: 

• Review of progress with Tasks 

• Learners work in pairs to prepare to deliver a coaching 

activity 

• Learners deliver an activity to their peers, in pairs and 

are given a practice assessment which offers an outcome 

and feedback against the assessment criteria of the 

Observation Checklist 

• At the end of each session the group discuss the 

characteristics of each activity and identify how they 

might be adapted and progressed for different age 

groups 

• Allocation of assessed activity session topic 

• Briefing for the final assessment day including 

establishing session/learner order 

• Sign-off learners' successful completion of Tasks 1–4 

• Review Task 6 

• Review of the day. 

The final day should include: 

• Learners individually deliver activity to peers and are 

given a recorded outcome and feedback against the 

assessment criteria of the Observation Checklist 

• At the end of each session the group are given advice on 

how they might adapted and progress the activity for 

different age groups 

• Individual sign-off of Learner Pack and completion of 

Assessor Feedback and Learner Action Plan 

• Group/Course debrief and evaluation 

• Organisation of any reassessments. 

7½ 

7½ 

7½ 




Recommended Reading 

Football-specific Recommended Reading 

www.TheFA.com/FALearning 

FA Learning National Course Brochure 2011 

http://cde.cerosmedia.com/1S4d380c3d13b14123.cde 

The following Online Courses are a selection available that provide excellent underpinning 

knowledge for this Module. 

They can be accessed via www.TheFA.com/FALearning 

• Coaching Children 

• Psychology for Soccer 

• Planning, Preparing and Evaluating Coaching Sessions 

• Fitness for Football 

The following texts provide useful background information in relation to this Module and can 

be accessed via FA Learning at www.FALearningShop.com 

Reed, L. (2004) The Official FA Guide to Basic Team Coaching. London: Hodder and 

Stoughton. ISBN: 978-0-340816-00-4. 

Carr, T. (2005) How to Coach a Soccer Team. Hamblyn. ISBN: 978-0-600610-79-3. 

Cook, M. (2006) Soccer Coaching the Professional Way. A & C Black. 

ISBN: 978-0-713674-85-9. 

Stafford, I. (2005) Coaching for Long-term Athlete Development. Coachwise Solutions/The 

National Coaching Foundation. ISBN: 978-1-902523-70-5. 

FA Learning 2007 DVD: Coaching Players – a New Approach. 

FA Learning 2005 DVD: Club Coach – The Practical Guide to Coaching Young Children 

The above are available from FA Learning, PO Box 35, Leeds LS12 4XY 

Tel: 0113-279 1395 

www.FALearningShop.com 

Recommended Articles: 

The following are highly recommended articles that provide a wealth of additional 

knowledge. These are available from The FA Coaches Association Journal Insight via FACA 

membership and Insight Live: 

2000 Issue 3, Volume 3, pp 54–55. 'Skill Acquisition in Football for 8–16 Year Olds’. 

Simmons, C. 

Winter 2000. ‘Communication, Coaching and the Young Player’. Richardson, D. 

Summer 2002. ‘Coach Behaviour: Our Expectations Can Influence our Behaviour and our 

Players’ Performance’. Cushion, C. 

Autumn 2002. ‘Four v Four: A Way Forward for 7–10 Year Olds’. Alpress, J. 

27 




Autumn 2002. ‘Conditioned Games – The Missing Link’. McCarry, P. 

Autumn 2002. ‘Using Athletic Knowledge in Long Term Development of Young Footballers’. 

Stratton, G. 

Summer 2004. ‘Develop the Person, Develop the Player’. Alpress, J. 

Summer 2004. ‘The Development of Football Skills from Age 7 to Adulthood’. Horne, R. and 

Williams, M. 

Autumn 2005. ‘Player Development’. Bate, D. and Simmons, C. 

Winter 2005. ‘Player Development’. Simmons, C. and Bate, D. 

Summer 2006. ‘Long Term Player Development Model’. Simmons, C. 

Summer 2006. ‘FA Goalkeeping’. Thomas, M. 

Summer 2006, ‘Transferring Technique’. Simmons, C. 

Spring 2007, ‘Player Development – the Art of being an Adult.’ Alpress, J. 

Spring 2007, ‘Transferring Technique – Part Two: Skill Acquisition Pathways’.Simmons,C. 

Spring 2007, ‘Multi-purpose Playing Areas’. Holder, P. 

Summer 2007, ‘Working with the Young Player’. Sturgess, P. 

Summer 2007, ‘Opportunity and Expectation’. Simmons, C. 

Summer 2007, ‘Long Term Player Development – Girls and Women’s Football’. Hills. B. 

Winter 2007, ‘The Rock’. Simmons, C. 

Winter 2007. ‘Talent Development in Football: Psycho Social Perspectives’. Holt, N & 

Dunn, J. 

Spring 2008, ‘Long Term Player Development’. Hills, B. 

Summer 2008, ‘Managing Behaviour – Intervention’. Allpress, J. & Roberts M. 

Winter 2008, ‘Learning to Train’. Hills, B. 

Winter 2008, ‘Smart Coaching – the Gamecraft Approach’. Allpress, J. 

Generic Coaching References 

Campbell, S. and Crisfield, P. (2002) Making Sport Fun. Leeds: Coachwise Business 

Solutions/The National Coaching Foundation. ISBN: 978-0-947850-56-2. 

Earle, C. (2004) How to Coach Children in Sport. Leeds: Coachwise Business Solutions/The 


Foreman, G. and Bradshaw, A. (2009) An Introduction to the FUNdamentals of Movement. 

Leeds: Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1- 

905540-70-9. 

Haskins, D. (2010) Coaching the Whole Child: Positive Development Through Sport. Leeds: 

Coachwise Business Solutions/The National Coaching Foundation. ISBN: 978-1-905540-78- 

5 

Kerr, A. and Stafford, I. (2003) How to Coach Disabled People in Sport. Leeds: Coachwise 

Business Solutions/The National Coaching Foundation. ISBN: 978-1-902523-54-5. 

Kirkland, S. (2009) Equity in Your Coaching. Leeds: Coachwise Business Solutions/The 





McQuade, S. (2003) How to Coach Sports Effectively. Leeds: Coachwise Business 


Miles, A. (2004) What is Sports Coaching Leeds: Coachwise Business Solutions/The 


Miles, A. (2004) Coaching Practice. Leeds: Coachwise Business Solutions/The National 

Coaching Foundation. ISBN: 978-1-902523-71-2. 

Slinn, N. (2006) Safeguarding and Protecting Children: A Guide for Sportspeople. Leeds: 


6. 

Sneyd, S. (ed) (2003) How to Coach Sports Safely. Leeds: Coachwise Business 


Stafford, I. and Balyi, I. (2009) Coaching for Long-term Athlete Development. Leeds: 


5. 

DVD-ROMs 

sports coach UK (2009) An Introduction to the FUNdamentals of Movement. Leeds: 

Coachwise Business Solutions/The National Coaching Foundation. (DVD) 

All the above resources are available from Coachwise 1st4sport: 

Website: www.1st4sport.com 

Tel: 0113–201 5555 

29 




Guidance on Reasonable Adjustments to Assessment 

1st4sport Qualifications endeavours to ensure that the assessment requirements and 

methods used within its qualifications are sufficiently flexible to enable the widest range of 

learners to demonstrate competence. 

However, we must also ensure that the arrangements we allow will be fair, valid and 

reliable to accurately reflect your competence to meet the assessment outcomes of the 

qualification. We must also ensure that you are not given an unfair advantage or that others 

think that you are. 

Adjustments to assessment requirements may take any number of forms, certainly too 

many to specify. Examples might include your being unable to complete standard written 

tasks through a temporary or permanent disability; or being unable, through illness or 

injury, to attend scheduled assessments or effectively demonstrate practical aspects of the 


Your tutors and/or assessors will explain the assessment criteria and requirements of the 

qualification. If you believe that there are reasons why you might find it difficult to show 

competence through the methods proposed, you should discuss these with your tutor 

and/or assessor and look at what alternatives may be available. 

In light of the above, 1st4sport encourages tutors and/or assessors to consider the following 

alternative methods to enable you to demonstrate competence: 

In situations where you are unable to attend scheduled assessments, through illness, injury 

or acceptable and justified personal circumstances, an alternative date for the 

assessment(s) may be made for you within 30 days of the original date 

If you are unable to complete written assessments, projects or tasks through a permanent 

or temporary disability, an alternative method of meeting the outcomes should be 

considered. 

Permission to apply for adjustments must be sought from the Quality Management Team 

(QMT) at 1st4sport Qualifications, at the start of the course/programme or at the first 

available opportunity. Your requests for special consideration and reasonable adjustments 

are required to be identified and met, where possible. The 5.7 Reasonable Adjustments 

Application Form and the 5.8 Special Consideration Application Form can be found on the 

1st4sport website and in the Quality Assurance section of the Recognised Centre Resource 

CD-ROM. Once an application is received, the QMT will evaluate your eligibility and the 

evidence attached for the appropriate adjustments and inform you of the possible next 

steps. 

The application form and additional documentation/evidence in support of the application 

must be emailed to: qmt@1st4sportqualifications.com 

If only hard copies of evidence/documentation in support of the application are available, 

these should be sent, with the appropriate form, by post to: 

The Quality Management Team 


Coachwise Ltd 

Chelsea Close 






Developed in Partnership 

with FA Learning 

1st4sport Level 1 Award in 

Coaching Football (QCF) 

Tutor/ 

Assessor/Verifier Guidance 

Part Two 

Product Reference L1ACFQ 3.4b



© Coachwise Ltd, 2010 

This document is copyright under the Berne Convention. All rights are reserved. Apart 

from any fair dealing for the purposes of private study, research, criticism or review, as 

permitted under the Copyright, Designs and Patents Act 1998, no part of this publication 

may be reproduced, stored in a retrieval system, or transmitted in any form or by any 

means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or 

otherwise, without the prior written permission of the copyright owner. Enquiries should 

be addressed to 1st4sport Qualifications. 


Coachwise Ltd 

Chelsea Close 


Armley 


Fax: 0113-231 9606 

Email: footballcoaching@1st4sportqualifications.com 

Website: www.1st4sportqualifications.com 

The Ofqual-recognised awarding body 1st4sport Qualifications is a brand of 

Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports 

coach UK), the UK-registered charity leading the national development of coaches and the 

coaching system. Any proceeds go directly back to sports coach UK to help them develop 

and advance sport nationwide. 

Developed in partnership with FA Learning 


Post: The Football Association 



Wembley PO Box 1966 

Middlesex HA9 0WS 


Tel: 020-7745 4545 


National/Qualification Accreditation Number: 501/1628/9 

Edited – AT – 90629:9 

Product Reference: L1ACFQ 3.4b



Contents 

Page 

Introduction 31 

The Workbook 32 

Tasks 1 – 7 with exemplar answers 33 

Tasks 1 – Player and Coach Development 33 

Tasks 2 – Football Club Administration 37 

Tasks 3 – RESPECT guide for parents and carers 43 

Tasks 4 – Football for All 47 

Tasks 5 – Planning and Delivery of a Football Activity Session 53 

L1ACFQ Practical Coaching Observation Checklist Assessor 

Guidance 

54 

Tasks 6 – Laws of the Game 55 

Tasks 7 – Planning and Delivery of a Football Activity Session 59 

Product Reference L1ACFQ 3.4b



Tutor Notes: 

Product Reference: L1ACFQ 3.4b



Introduction 

Contacting 1st4sport Qualifications 

Post: 1st4sport Qualifications, 

Coachwise Ltd, 

Chelsea Close, 

Off Amberley Road, Armley, 


Tel: 0113-290 7610 

Fax: 0113-231 9606 

Email: 

Website: 

footballcoaching@1st4sportqualifications.com 

www.1st4sportqualifications.com 

Contacting The Football Association and FA Learning 

Post to: 

FA Learning 



PO Box 1966 


Tel: 020-7745 4545 


Information on the UK Coaching Certificate 

Website: 

Email: 

www.sportscoachuk.org 

coaching@sportscoachuk.org 

31 Product Reference: L1ACFQ 3.4b



The Workbook 

The first part of this Pack has been produced in a workbook format to assist you in 

meeting the assessment requirements of the qualification. It is divided into a number of 

tasks, which require you to either: 

• produce some written work covering the knowledge requirements of the qualification 

or 

• deliver practical coaching activity sessions that will be observed by a coach educator 

as part of either your assessment. 

If you have any questions concerning the completion of the workbook and the tasks it 

contains, you should contact your coach educator or the approved centre with whom you 

are registered. 

Task Title Page 

1 Young Player Development 7 

2 Football Club Administration 11 

3 RESPECT and Responsibilities to the Game 17 

4 Football for All 21 

5 Planning and Delivery of a Football Activity Session 27 

6 Laws of the Game 33 

7 Planning and Delivery of a Football Activity Session 37 

Product Reference: L1ACFQ 3.4b 32



Task 1 – Assessed Task 

Young Player Development 

A template is provided to support your recording and evidence for the task. Any 

supporting written work should be stored in your Learner Pack alongside the task. 

The Task 

a 

b 

c 

Read Sections One and Two of The FA An Introduction to Coaching handbook and 

Appendix Two at the end of the book titled ‘The FA Mini 

Soccer Handbook’. 

Using the template provided outline the benefits and adaptations of Mini Soccer for 

young players (information may be found in Appendix Two of The FA An 

Introduction to Coaching handbook). 

Using the template provided, describe the characteristics displayed by young 

footballers in different age groups. (Information may be found in Section One of 

The FA An Introduction to Coaching handbook). 

d Briefly describe the signs, symptoms and causes of overuse injuries. 

(Information may be found in Section Two of The FA An Introduction to Coaching 

handbook). 

Additional guidance can be obtained from the following references: 

• www.TheFA.com/FALearning 

• The FA Mini Soccer Handbook (contained within The FA An Introduction to Coaching 

handbook) 

Task 1 Achievement Record 

Task 

Component 

Evidence 

Competent 

Assessor 

Signature 

Date 

b 

c 

d 

Feedback 




Learner notes: 




Task 1b – Young Player Development 

Use this template to answer the questions below: 

Learner 

name: 

Describe the benefits to young players of Mini Soccer 

Assessor Guidance 

Candidates answers should include reference to at least half the following: 

• More enjoyment 

• More touches of the ball 

• More involvement in the game 

• Introduction to playing as a team 

• Introduction to some of the Laws of the Game 

• Enjoyable way to develop fitness. 

How does the format of Mini Soccer encourage young players’ enjoyment/involvement 


Candidates answers should include reference to at least half the following: 

• Smaller teams 

• Simpler rules 

• Shorter games 

• Roll on/off subs 

• Equipment adjusted eg: goals, footballs, 

• Often no leagues – festivals/mini soccer centres 

• Shorter seasons. 




Task 1c – Young Player Development 

Use this template to describe the player characteristics of each of the age groups. 

Age Group 

Under 8s 

Under 10s 

Player Characteristics 


Candidates answers should include reference to at least half the 

following in all four age groups: 

Excitable, enthusiastic; selfish; talkative; short concentration span; 

limited understanding of space; sensitive; limited decision-making. 

More aware of others; enthusiastic; more attentive; enjoy a 

challenge; begin to lose flexibility; Golden Age of Learning. 

Under 14s 

Problem solving; sensitive to peer pressure; able to identify others’ 

strengths and weaknesses; more competitive; undergoing physical 

change; more aware of team play. 

Over 15s 

Growing stronger; greater mental strength; ability to meet physical 

challenges; more tactically aware; more analytical; more competitive; 

on-going change in school/parent/relationship developments. 

Task 1d – Young Player Development 


Briefly describe the signs and symptoms of overuse injuries that are common in 

young players 


Candidates answers should include reference to at least half the following in both boxes: 

• Aching, discomfort or pain in the problem area 

• Pain when specific movement is performed 

• No history of direct injury 

• Stiffness, aching during/after training or games 

• Tenderness to touch/pressure in the area 

• Visible swelling in the knee/heel area 

• History of missing sessions/matches 

• Problem develops gradually and progressively 

• Worsens with continued activity. 

Briefly describe the causes of overuse injuries that are common in young players 

• Overplay – too many games/training sessions over a period of time 

• Player undergoing periods of growth – bone not fully formed. Growth plates – weakest 

during puberty and vulnerable 

• Muscles mature more quickly in young footballers 

• Bone grows faster than muscle and other soft tissue 

• Different bones mature at different times and footballers are often more susceptible to 

injury if they are late to fully mature 

• Football involves strong actions that increase the load on the developing bones (eg 

jumping, landing, kicking etc). 





Football Club Administration 

A template is provided to support your recording and evidence for the task. All 



a 

b 

c 

d 

Read The FA Grass-roots Club Administration handbook and in particular Sections 

One, Two, Three and Five. 

From the information in Section One of The FA Grass-roots Club Administration 

handbook list six key things that you would need to consider when setting up a new 

football club and briefly describe what actions you would need to take to implement 

them (Information may also be found in Section Two of The FA Grass-roots Club 

Administration handbook). 

Having set up your club, outline a timetable of actions needed for the different 

phases of a season. (Information may be found in Section Three of The FA Grassroots 

Club Administration handbook). 

Describe the key elements you need to consider when planning a football festival or 

tournament. (Information may be found in Section Five of The FA Grass-roots Club 

Administration handbook). 



• The FA An Introduction to Coaching handbook 

• The FA Grass-roots Club Administration handbook 


Task 

Component 

Evidence 

Competent 

Assessor 

Signature 

Date 

b 

c 

d 

Feedback 






Task 2b – Football Club Administration 




Learner name: 

List six key things that you would need to organise when setting up a new football club 

and briefly describe what actions you would need to take to implement them. 

Key Things to Organise Actions You Would Need to Take to Implement Them 


Learners’ answers should include reference to at least one action in each of the following 

sections: 

1 Club Affiliation 

• Affiliate to their County FA and the appropriate league. 

• Seek advice on suitable league membership from your 

County FA. 

2 

Constitution/Club 

Officials 

• Appoint a chairperson, treasurer and secretary to enable 

the club to function correctly. 

• Produce a list of costs to run the team together with a 

budget of income/expenditure. 

3 Player Registrations 

• Register players and be fully conversant with the rules of 

each competition you wish to enter. 

4 

Public Liability and 

Personal Injury 

insurance 

• Clubs should obtain adequate Public Liability and Personal 

Injury insurance cover for players for both playing and 

travelling to matches. 

5 

League and Cup 

Fixtures 

• Establish links with League and Club Fixtures Secretary 

for all arrangements, including pitch hire, appointment of 

officials, kick-off time, transport arrangements, etc. 

6 Kit and Equipment 

• Purchase suitable equipment for all club teams, eg: 

playing strip, first aid kit, nets and balls. 




Task 2c – Football Club Administration 

Use this template to outline a club action timetable for the three different phases 

of a season. 

Component 

Pre-season: 

Timetable 


Candidates answers should include reference to at least half the following 

actions in each section: 

• Players – Squad of at least 14 or appropriate number for mini soccer 

• Affiliation – Forward documentation/fees to CFA/League 

• Facilities – Organise pitches/training facilities 

• Risk Assessment – For both training/playing venues 

• Meetings – Organise club/team meetings, AGMs and Leagues 

• Registration – Register all players with all leagues/County FA 

• Friendly fixtures – Arrange with other affiliated club secretaries 

• Subscription – Set for players and members 

• Code of Conduct – Agreed for players, spectators, officials and coaches 

• Parents Night – Useful to organise with a youth section. 

During the 

season: 

• Meetings – To attend for Leagues/Competitions, Club Committee and 

Player/Parents 

• Training – Continue to monitor venue and coaching programme 

• Home Games – Organise pitches, opposition, kick off, directions, team 

colours and match officials 

• Match Day – Pitch/goalpost/safety, match official payment, equipment 

stored, refreshments 

• Away Games – Confirm kick off, directions, colours with home and away 

team 

• Provision of match officials/team sheets for games during the season 

• Results – Post/telephone to the League official 

• Administration – Reply to correspondence promptly 

• Disciplinary Procedures – Player/Secretary must complete appropriate 

documentation/fines. 

End of the 

season: 

• AGM – Organise a review of the year, elect club officers and approve 

club accounts 

• Accounts – Annual accounts should be agreed as many County FAs ask 

for copies 

• Presentation Evening – Organise for players and volunteers who keep 

the club going 

• Plan ahead for the next season. 


Task 2d – Football Club Administration 



Use this template to list the most important things that you need to consider when 

planning a football festival or tournament. 

Considerations 

Key components 

to planning a 

football festival 

or tournament 


Candidates answers should include reference to at least half the 

following: 

• Prepare a Tournament order of play 

• Prepare a Tournament timetable 

• Advise the media 

• Prepare score cards 

• Organise refreshments 

• Send out letters/maps and rules and regulations 

• Invite a guest of honour 

• Distribute a spirit of the game fact sheet 

• Distribute Club information/whistles/stop watches/air horns/balls 

• Book a suitable venue 

• Ensure pitches are marked 

• Ensure mini soccer goals, bibs, balls are in place 

• First Aid cover 

• Referees/coaches/helpers 

• Produce application form/publicity to schools/clubs 

• Sanction rules and regulations 

• Order trophies, medals and certificates 

• Obtain sponsorship. 







RESPECT and Responsibilities to the Game 



A template is provided to support your recording and evidence for this task. All 



a 

Complete the online FA RESPECT module. 

This may be found at: www.TheFA.com/RespectGuide. 

On completion of the module, you should print off the on-line RESPECT completion 

confirmation and include it as evidence with this task. If you would like an FA 

RESPECT Module Certificate, it can also be purchased on-line for a small fee on 

successful completion of the module. 

b 

c 

Read The FA Grass-roots Club Administration handbook, Section Seven and The FA 

An Introduction to Coaching handbook, Section Five. 

Using the information above, describe how within a club, three different types of 

people who should be aware that there is a Code of Practice/Conduct /Behaviour that 

may impact on them, and the content of the code(s) that apply. 





• www.thefa.com/Leagues/Respect/CodesofConduct.aspx 


Task 

Component 

Evidence 

Competent 

Assessor 

Signature 

Date 

a 

c 

Feedback 






Task 3c – RESPECT and Responsibilities to the Game 



Use this template to answer the following question. Within a club describe three different 

types of people who should be aware that there is a Code of Practice/Conduct that 

impacts on them and give examples of key components of the Codes that will apply to 

them: 

Learner name: 

Types of People 

Which Code of Practice/Conduct/Behaviour Applies 


Candidates answers should include reference to at least half the areas identified in each of 

the RESPECT Codes for: 

Players (Young and 

Adult) 

• See Section Seven of The FA Grass-roots Club Administration 

handbook (pages 68 – 71) 

• See Section Five of The FA An Introduction to Coaching 


Coaches, Team 

Managers and 

Officials 





Spectators and 

Parents/carers. 













Football for All 

There are two ways that you can complete this task, either by completing The FA 

Equality and Diversity on-line module (A), or by reading a section of The FA An 

Introduction to Coaching handbook and answering some questions (B). Where possible 

you are encouraged to complete the more comprehensive on-line module. Templates are 

provided to support your recording and evidence of the task. All supporting written work 

should be stored in your Learner Pack alongside the task. 


Either: 

A Complete the online FA Equality and Diversity module. This may be found at: 

www.TheFA.com/FALearning. On completion of the module, you should print off the 

on-line completion confirmation and include it as evidence with this task. If you 

would like an FA Equality and Diversity Module Certificate, it can also be purchased 

on-line for a small fee on successful completion of the module or 

B If you are not able to access the on-line module, read pages 54 and 59 of The FA An 

Introduction to Coaching handbook and complete the questions in the templates that 

follow. 






Task 

Evidence 

Component 

Competent 

Assessor 

Signature 

Date 

A 

FA Equality and Diversity module 

B1 

B2 

B3 /12 

Feedback 




Task 4 B1 – Equity and Diversity 


Learner name: 

Appropriate language and behaviour in football 

After reading page 55 of the FA Introduction to Coaching handbook, please give three 

examples of acceptable terms for different groups who could be involved in football. 

Task 4 B2 – Disability Football 

Use this template to answer the question below: 

Disability Football 

There are different types of rule adaptations for the game of football that have been 

developed for a variety of disabilities. For details see on pages 57 to 59 of the 

handbook. In this task you are required to select three different groups and give one 

example of a rule adaptation for each. Alongside this give a brief summary of how it 

would help with players’ inclusion. 

Disability Rule adaptation How it helps players’ inclusion 




Task 4 B3 – Equity and Diversity – Answers on the FA Tutor Web-site 

Please answer all the questions below by ticking the one answer that you think is most 

correct. Learners are expected to achieve a mark of 8/12, to successfully complete the 

task: 

1 

If a football club decided not to start a girls’ team because it would cause 

too much disruption. This is an example of: 

a Stereotyping 

Tick 

one 

b 

c 

d 

Discrimination 

Homophobia 

Sexual harassment 

Marks 

2 The acronym BME stands for: 

a 

Black and Multi-Racial Equality 

Tick 

one 

b 

c 

d 

Black and Minority Ethnic 

Black Movement for Equality 

Black Movers for England 

Marks 

3 

Ethnic Group is a term used to describe people of the same race or 

nationality, with a long shared history and: 

a ...the same skin colour 

Tick 

one 

b 

c 

d 

...a distinct culture 

...common relatives 

...shared religion 

Marks 

4 When refereeing a match, you should always face a deaf player: 

a 

...when raising your arm to signal a indirect free kick 

Tick 

one 

b 

c 

d 

...before you start to speak to them 

...when blowing your whistle 

...when awarding a goal 

Marks 




5 

The Let’s Kick Racism Out of Football campaign, was established in 1993. 

In 1997 it re-launched as: 

a 

Racism Out 

Tick 

one 

b 

c 

d 

Racism in Football 

Racism Out of Football 

Kick It Out 

Marks 

6 Unacceptable abusive behaviour towards gay and lesbian people is called: 

a 

Sexist 

Tick 

one 

b 

c 

d 

Homophobic 

Bigoted 

LGBT-ism 

Marks 

7 Inciting racial hatred is: 

a 

...inapplicable in sport 

Tick 

one 

b 

c 

d 

...hard to prove 

...a thing of the past 

...a criminal offence 

Marks 

8 

If someone says that all women who play football are probably lesbians, it 

is an example of: 

a 

Stereotyping 

Tick 

one 

b 

c 

d 


Homophobia 

Sexism 

Marks 

9 Muslim and Jewish people: 

a 

...don’t play football 

Tick 

one 

b 

c 

d 

...are Vegetarians 

...cannot play football on a Wednesday 

...do not, as a rule, eat pork 

Marks 




10 Most Hindus and Sikhs: 

a 

...do not, as a rule, eat pork 

Tick 

one 

b 

c 

d 

...are Vegetarians 

...wear their hair long and never cut it 

...don’t play football 

Marks 

11 

A local football club has a policy that states that all female members of the 

club should help with preparing and serving after match refreshments. This 

is an example of: 

a 

Stereotyping 

Tick 

one 

b 

c 

d 


Homophobia 


Marks 

12 

A County FA rejects a woman for a management job because she might in 

the future get pregnant. This is an example of: 

a 

The glass ceiling 

Tick 

one 

b 

c 

d 



Application of Employment Law 

Marks 

End 








Task 5 – Assessed Practical Task 

Plan and Deliver a Football Coaching Activity Session 

For this task, you will be observed coaching a planned activity session. You will be given 

an outline of a group of players and a game to plan and deliver. A planning and review 

template is provided for you to use, as are the criteria against which your assessor will 

assess you and provide you with feedback on your delivery of the session. This first 

session is very much a practice session and should give you clear guidance on how to 

improve your coaching prior to your final assessment in Task 7. All written work 

associated with this task should be stored in your Learner Pack alongside the task. 


a 

b 

c 

d 

Read Sections Two and Three of The FA An Introduction to Coaching handbook. 

Following your allocation of a game to coach, refer to the guidance in Section Three 

of The FA An Introduction to Coaching handbook and use the L1ACF Coaching 

Activity Session Planner to develop a plan for the delivery of that activity in a 15- 

minute session. 

Once you have planned your session, you will be asked to deliver it, demonstrating 

that you can safely organise the session and show some progression within 

the activity. Your tutor will give you feedback against the criteria on the L1ACF 

Practical Coaching Observation Checklist. 

On completion of your session and following discussions with your fellow learners, 

complete the written evaluation using the Football Coaching Review Sheet provided. 

This review sheet requires you to review your organisation, session content (did the 

session deliver the outcomes of The FA LTPD Four Corner model), progression and 

communication skills. 


Task 

Component 

b – Planning 

Evidence 

Competent 

Assessor 

Signature 

Date 

c – Delivery 

d – Evaluation 

Feedback 




L1ACFQ Practical Coaching Observation Checklist Assessor Guidance 

Session Organisation 

The Learner: 

checked and maintained the safety 

factors prior to and during the session 

presented a professional appearance 

and ensured the players’ dress and 

the equipment was appropriate 

clearly outlined the nature, structure 

and rules of the activity 

organised appropriate areas, 

equipment and groups quickly 

and effectively 

identified the Top Tips for the game 

being delivered 

Session Management 


created an enjoyable and positive 

learning environment 

established and maintained control of 

the players throughout the session 

enabled all players to take a full and 

active part in the activity. 

Game-related Understanding 


provided a realistic and challenging 

activity session for the players 

adopted an appropriate coaching 

position throughout the activity 

showed an understanding of when to 

progress the session. 

Communication Skills 


provided clear and 

accurate explanations 

motivated and inspired the players to 

improve performance 

provided an effective and 

interactive debrief. 


Addresses any H&S issues relating to the playing area, 

equipment, players and the environment. Ongoing 

throughout the session. Do they actually ensure safety or 

just mention it. A DUTY OF CARE. 

Dresses appropriately for the weather conditions. Are 

they identifiable 

Provides relevant information regarding the activity. 

Caters for different learning styles within the group 

(VARK) 

Starts the activity quickly & uses an appropriate amount 

of space. Manages the time available for the activity 

effectively 

Candidates should identify ‘Top Tips’ in the session plan. 

Candidates not referencing Top Tips in their delivery for 

task 7 would not lead to an AP and therefore be a reason 

for an NYC at level 1. Rather it should be used to identify 

and assist with action planning for those that have 

correctly used the ‘TopTips’. (For example a candidate 

who has used Top Tips appropriately could be action 

planned to progress towards the Level 2CCF). 


Engages the whole group positively & shows enthusiasm 

for their work 

Ensures discipline & reminds the players of any 

rules/conditions. 

Provides opportunities for all players to participate. 

Rotation of role if necessary 


Challenges all players 

throughout the session. Realism 

linked to the elements of the 

game (i.e. The required 

techniques & the basic ‘Principles 

of Play’) 

A good vantage point. Maximum 

effect with Minimum interference 

Realistic progressions which are 

appropriate for the players & 

session being delivered 


REMEMBER 

Candidates not 

referencing Top Tips in 

their session would not 

lead to an AP and 

therefore be a reason for 

an NYC at level 1. 

Rather it should be used 

to identify and assist 

with action planning for 

those that have correctly 

used the ‘TopTips’. (For 

example a candidate who 

has used top tips 

appropriately could be 

action planned to 

progress towards the 

Level 2CCF). 

Concise and Precise. Appropriate terminology for the 

players. Demo’s if needed. 

Gives praise & encouragement when deserved. Sets 

realistic challenges for the player(s) 

Checks what the players now know with a maximum of 

2/3 questions. Not a final opportunity to demonstrate 

what they know. 





Laws of the Game 

A template is provided to support your recording and evidence for the task, or you may 

choose to develop your own. All supporting written work should be stored in your Learner 

Pack alongside the task. 


a 

b 

c 

Read Section Five of The FA An Introduction to Coaching handbook and The FA Mini 

Soccer Handbook in Appendix Two at the end of the Handbook. 

Work through the questions on The FA Learn the Laws CD-Rom. 

Having researched the Laws, answer the nine questions. 



• Learn the Laws CD 

The FA An Introduction to Coaching handbook 


Task 

Component 

Evidence 

Competent 

Assessor 

Signature 

Date 

c 

Feedback 








Task 6c – Laws of the Game 

Answer the self-tester questions below. You may use any references provided as part of 

the qualification, and you are expected to get at least six questions correct: 

Learner name: 

Mark: 

1 If the ball is played forward to a player in an offside position you would award: 

One mark – one answer: 

a) a direct free kick 

b) an indirect free kick 

c) a corner kick 

d) a goal kick 

2 A direct free kick would be awarded for: One mark – one answer 

a) offside 

b) the ball going over the goal line 

c) obstructing an opponent 

d) deliberate handball 

3 For which of the following offences would you award a penalty 

One mark – one answer 

a) a defender deliberately handling the ball in the penalty area 

b) a pass to the goalkeeper 

c) a foul throw 

d) a defender handling the ball outside the penalty area 

4 When a player taking a throw-in has the ball behind their head, using both hands 

and throws the ball into the field of play they should have: One mark – one answer 

a) one foot in the field of play 

b) both feet on or behind the touch line 

c) both feet inside the field of play 

d) one foot off the ground 




5 You would tell a player to leave the field if: One mark – one answer 

a) they scored from a direct free kick 

b) they received a pass in an offside position 

c) they need to have blood cleaned from a wound 

d) they scored from a corner 

6 The kick-off must be retaken if: One mark – one answer 

a) the ball is played backwards 

b) a player enters the opposition half as the ball is kicked 

c) the ball is played forward 

d) 

the referee has blown their whistle to indicate that the 

match can start 

 

7 In Mini Soccer, all free kicks are: One mark – one answer 

a) sometimes direct 

b) direct 

c) indirect 

d) sometimes indirect 

8 In Mini Soccer matches, all young players must wear: One mark – one answer 

a) shin guards covered by socks 

b) gloves 

c) hats 

d) a watch 

9 In a Mini Soccer under-7/8 game, the minimum number of players per team is: 

One mark – one answer 

a) 4 

b) 5 

c) 6 

d) 7 

- End - 




Task 7 – Assessed Practical Task 

Plan and Deliver a Football Coaching Activity Session 

For this task, you will be observed coaching an allocated Game which you will be asked 

to plan and deliver. A template is provided for you to use, as are the criteria against 

which your assessor will assess you and provide you with feedback on your coaching. All 

written work associated with this task should be stored in your Learner Pack alongside 

the task. 


a 

b 

c 

d 

Read Sections Two and Three of The FA An Introduction to Coaching handbook. 

Following your allocation of a game to coach, refer to the guidance in Section Three 

of The FA An Introduction to Coaching handbook and use the L1ACF Coaching 

Activity Session Planner to develop a plan for the delivery of that activity in a 15- 

minute session. 

Once you have planned your session, you will be asked to deliver it, demonstrating 

that you can safely organise the session and show some progression within 

the activity. Your assessor will give you feedback against the criteria on the L1ACF 

Practical Coaching Observation Checklist. 

On completion of your session and following discussions with your fellow learners, 

complete the written evaluation using the Football Coaching Review Sheet provided. 

This review sheet requires you to review your organisation, session content (did the 

session deliver the outcomes of The FA LTPD Four Corner model), progression and 

communication skills. 


Task 

Component 

b – Planning 

Evidence 

Competent 

Assessor 

Signature 

Date 

c – Delivery 

d – Evaluation 

Feedback 






L1ACF Coaching Activity Session Planner 



Learner 

coach: 

Coach 

educator: 

Information on Players 

Number of 

players: 

Medical 

information: 

Particular 

needs: 

Age: 

Ability 

level: 

Date produced: 

Time available 

for the session: 

Information on Facilities and Resources 

Location: 

Session 

date: 

Facility 

needs: 

Equipment 

needs: 

Health and 

safety 

issues: 

Session Plan 

Session title: 

Timings 

Warm-up 

activities: 

Cool-down 

activities: 

Top Tips 




Session 

title: 

Timings 

Progressions 

Game description/diagram 

Practical focus 

of Game 




Football Coaching Review Sheet 

When you have delivered each of the activities, you should review how the session went 

using the template provided. 

Review of the Delivery of the Activity 

Describe how effectively you think you did each of the following: 

Was your 

organisation of the 

Game appropriate 

(Facilities, 

equipment 

and area) 

Did your delivery 

of the Game meet 

the needs of 

the players 

Did the session 

deliver the 

outcomes of The 

FA LTPD Four 

Corner model 

What other 

activities might 

also have 

been appropriate 

Did you have to 

adapt the Game 

If so, how 

What might you 

improve the 

organisation 

Did the Game 

enable all the 

players to be 

involved fully 

What feedback did 

you get from the 

players and other 

people on 

the Game 

Which areas of 

your 

communication 

with players could 

be improved 

What progression 

would you do next 

with the players

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