NCCP Transition

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NCCP Transition General Overview May 2004
Ontario Sport Leadership Presentation May 7, 2004
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Preliminary Statement

• 65 Sports in the NCCP
• Statements are general to the 65 sports
• Exceptions to every situation/issue

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Why is the NCCP changing?
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An Evaluation of the NCCP

• In 1995-96, a thorough evaluation of the NCCP was
  undertaken by the National Coaching Certification
  Council to examine the effectiveness of the NCCP
  and to suggest improvements to the program.

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Recommendations for the NCCP

• Focus needs to be more on coaching abilities
  rather than on information
• Courses need to offer more opportunities to
  apply concepts
• A better balance between teaching the  art  and
   science  of coaching is required

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Recommendations for the NCCP

• be more flexible relevant - reflect differences
  between sports and different types of coaches
  within each sport
• be more accessible
• be based on abilities required to coach in a
  given environment (community to high performance)
  in order to meet the needs of the participants
• recognize prior abilities and education

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An Evaluation of the NCCP

• The transition of the NCCP toward a
  competency-based education and training program
  was initiated in response to the recommendations
  that emerged from the evaluation.

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Key Improvements

• NCCP in 1996
• Structure the same for all sports
• Education and certification organized by level
• Education and certification based on generic
  content topics

• NCCP in 2005
• Structure adapted to each sport
• Education and certification organized by type of
  coach
• Training and certification based on outcomes that
  are sport-specific

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Key Improvements

• NCCP in 1996
• Education certification
• Limited recognition of prior abilities,
  experience and education

• NCCP in 2005
• Education education
• Certification proven abilities that are
  evaluated
• Coaches can be evaluated without mandatory
  education if appropriate

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Key Improvements

• NCCP in 1996
• No real fit for community coaches (entry point
  too demanding in course hours and content
  theory 13.5 hrs plus technical plus practical)
• Content areas are presented separately, coaches
  are expected to integrate them

• NCCP in 2005
• Community coaches identified as a key type of
  coach for some sports, training tailored to their
  needs (8-10hrs, sport-specific)
• Using a problem-solving approach, coaches are
  trained to integrate new concepts/content in a
  way that is relevant to their situation

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Key Improvements

• NCCP in 1996
• Values and ethics are covered as general concepts
• Only way to learn more is to go to next level up

• NCCP in 2005
• Coaches work with the Code of Ethics and a
  decision-making framework to discuss ethical
  situations common in their coaching context
• PD in each coaching context is available

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Key Improvements

• NCCP in 2005
• Coaches trained and evaluated based upon the
  specific context they are working in to ensure
  relevancy.

• NCCP in 1996
• Coaches educated using specific examples and
  assignments that at times didnt reflect the
  environment and/or participants they were working
  with.

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Coaching Development SYSTEM
Coaches to be certified by Streams /
Contexts, not by Levels
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Coaching Streams
Contexts
Community Sport
Competition
Instruction
Beginner Intermediate Advanced
Initiation Ongoing participation
Introduction Development High performance
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Sports will determine entry point and
progression of coaches within their system.
Not all sports will have all of the Streams or
all of the Contexts.

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Entry by Participant Coached
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Certification

• Successful evaluation of identified Outcomes
• Acceptance of Code of Conduct
• Valid for 5 years

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Maintenance of Certification

• Active Coaching
• Adherence to Code of Conduct
• Participation in recognized PD activities
• As determined by the NSF

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How Does the NEW NCCP Evolve?

• Identification of participant model (PDM)
• Identificaton of coaching model (CDM)
• Identification of outcomes for each coaching
  context
• Identification of standards for each outcome in
  each context
• Procedures to evaluate outcomes to desired
  standards developed

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How Does the NCCP Evolve?

• Determine how best to train/educate a coach to
  achieve certification standards
• Develop new / modify current learning
  experiences mentoring programs coach resources
• Pilot evaluations / learning experiences
• Train facilitators and evaluators
• Submit for Approval Process

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In summary, changes will result in

• Training that is experiential, relevant to
  coaches, and directly based on what they need to
  be able to do to meet the needs of the
  participants/athletes they coach.
• A flexible program structure that can accommodate
  for differences between sports.
• Certification that is awarded to coaches who
  demonstrate an ability to do the tasks required
  of a coach in their context.

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forCompetition Introduction

• Launch of Multi-sport modules

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Implementation
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Competition - Introduction

• Launch of multi-sport modules
• 10 sports expected to launch program by March 05

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Community Sport - Initiation

• Sport specific delivery
• 15 23 sports will have an approved program by
  March 05
• Official launch in October 04
• Canoe, Ringette, Rugby, Curling, Soccer,
  10Pin Bowling, Cricket, Hockey, Lawn Bowls,
  Softball, Basketball, Football, Ski Jump/Nordic
  Combined, Field Hockey, Baseball, CP Sports
  Boccia, Cross-Country Skiing, Lacrosse, Table
  Tennis,Team Handball, Biathlon, Blind Sport
  Goalball

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Instruction - Beginner

• Utilizing some of the multi-sport modules
• 10 sports expected to launch program by March 05

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COMMUNICATION
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www.coach.ca
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Enter the CAC Website at www.coach.ca Click NCCP
in the left column
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Tools available for communication

• Contact SAO

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DATABASE
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Enhanced Database

• Tracks and identifies coaches as In-training,
  Trained, and Certified
• Tracks coaches progress to the level of criteria
• For Coach functions Cards, transcripts,
  Pathway, profile updating
• Survey functions for program evaluation
• Remote data entry
• Auto email notification for key dates
• Transferability of Part A/Part B to Theory 1 2
  equivalency

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Questions?