International Sport Coaching Framework â version 1.1
International Sport Coaching Framework â version 1.1
International Sport Coaching Framework â version 1.1
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<strong>International</strong> <strong>Sport</strong> <strong>Coaching</strong> <strong>Framework</strong><br />
Functional Areas<br />
Conduct Practices<br />
and Structure<br />
Competitions<br />
Read and React<br />
to the Field<br />
Learn and Reflect<br />
COACHING ROLES<br />
Advanced/<br />
Senior<br />
Coach<br />
Master/<br />
Head<br />
Coach<br />
Competency Area<br />
<strong>Coaching</strong><br />
Assistant Coach<br />
Guide practice * ** *** ****<br />
* ** *** ****<br />
Structure<br />
competition<br />
Observe * ** **** ****<br />
Make decisions * ** **** ****<br />
and adjust<br />
Record and<br />
evaluate<br />
* ** **** ****<br />
Evaluate session * ** *** ****<br />
and programme<br />
Self-reflect and * ** *** ****<br />
self-monitor<br />
Engage in<br />
* ** *** ****<br />
professional<br />
development<br />
Innovate * ** ****<br />
Level of competence and responsibility: * denotes level on a scale of 0 (lowest) to 4 (highest).<br />
Ongoing research is attempting to specify realistic learning outcomes related<br />
to coaches’ knowledge, competence and values. The alignment of qualifications<br />
among national federations, government organisations and international<br />
federations will assist in providing clear options, pathways and recognition for<br />
coaches. The education, development and certification of coaches are addressed<br />
in chapters 6 and 7.<br />
KNOWLEDGE AREAS<br />
As well as displaying functional competence, coaches<br />
need to have underpinning knowledge and<br />
insights to guide their decisions and actions.<br />
Jean Côté and Wade Gilbert 1 identify three<br />
interrelated categories of coaching knowledge<br />
(see figure 5.2).<br />
The current framework uses a modified<br />
<strong>version</strong> of this classification to put forward<br />
key knowledge bases coaches need to draw<br />
from to fulfil the tasks and related competences<br />
relevant to their coaching roles.<br />
Interpersonal<br />
Knowledge<br />
Professional<br />
Knowledge<br />
Intrapersonal<br />
Knowledge<br />
FIGURE 5.2 Areas of coaching<br />
knowledge.<br />
Figure 5.2<br />
27
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