ASA UKCC Level 1 Award Coaching Swimming (QCF)

Estimated Contact hours: 32

Qualification Entry Requirements

To register on this qualification learners are required to be 15 years of age

To attend a taught course learners must have turned 16 years of age before or on the final day of the
qualification
Therefore, to be awarded the qualification learners must be 16 years of age

Period of Registration

Your registration for this qualification (ASA UKCC Level 1 Award in Coaching Swimming (QCF)) is valid for 18
months, this commences from the start date of the course. It is expected that you will complete all aspects of
the qualification and that an application for certification will be made within your period of registration. If you
are unable to complete your qualification within the set period you may apply, with good reason, via your
Approved Centre to extend your registration by up to six (6) months.

Structure of the Qualification

The ASA UKCC Level 1 Award in Coaching Swimming comprises of seven (7) units (see Figure 1). Units 101 – 104
are common units which are generic across all Level 1 Aquatic Awards, Units 105 – 107 are more focused on
the technical aspects of the discipline and its delivery, therefore Units 105 – 107 for this qualification are
focused on the technical application of coaching swimming.

Unit
Number Unit Title Credit Level
Common Units

101 Understanding the FUNdamentals of coaching/teaching sport 1

102 Understanding the principles of planning coaching/teaching activities in sport 1
103 Understanding the principles of conducting coaching/teaching activities in sport 1
104 Understanding the principles of evaluating coaching/teaching activities in sport 1 1
105 Planning coaching activities in swimming 2
Technical

106 Conducting coaching activities in swimming 1

Units

107 Evaluating coaching activities in swimming 1

Figure 1: Structure of the ASA UKCC Level 1 Award in Coaching Swimming

Each unit has specific learner outcomes and assessment criteria which must be followed and met in order to
achieve successful completion of a unit. Learners will be required to deliver, under the observation of an
appropriately qualified assessor, one (1) coaching/teaching session for the duration of 15 minutes.

Qualification Achievement

In order to be eligible for certification of the ASA UKCC Level 1 Award in Coaching Swimming qualification all
units must be successfully achieved. It is therefore important to clarify:

In order to achieve a unit all assessment criteria must be achieved

In order to achieve the qualification all units must be achieved
In order to achieve the qualification the minimum number of credits must be achieved

There is no grading criterion for this qualification; you will either achieve a pass or fail.
Unit content

Discipline: Coaching (Swimming) Credit Value: 1

Unit Code: 101
Unit Level: Understanding the FUNdamentals of Coaching/Teaching Sport

Learner Outcomes Assessment Criteria

1. Know how to establish 1.1 Outline why it is important to communicate clearly with participants and
and maintain an colleagues
effective, fair and
equitable Communicate: verbal e.g. questions and answers, command, discussion,
coaching/teaching listening; non-verbal e.g. body language, positioning, mime, gesture, activity
environment cards, models, posters, instruction, demonstration, information gathering
through senses

Participants: e.g. male, female, child, adult, veteran, vulnerable, novice,

experienced, elite, parents

Colleagues: e.g. other teachers, support staff, senior teacher

Tutor guidance: Candidates need to be able to outline the importance of both

verbal and non-verbal communication, covering, as a minimum three (3) of the
above methods. They need to relate their responses to at least two (2) different
types of participants and two (2) different types of colleague.

Assessment Activity: Task 1 - 101.1 - 1.1

1.2 Outline what might happen if communication is not clear

Assessment Activity: Task 2 - 101. 1 – 1.2

1.3 Outline why equality and diversity are important in working with
participants and colleagues

Equality and diversity: e.g. participants and colleagues with special educational
needs, medical conditions, emotional needs, behavioural problems, disability,
different gender, age, ability, race, sexual orientation

Tutor guidance: Candidates need to be able to outline the importance of

treating participants and colleagues fairly and recognising possible diversity.
Their responses should relate to, as a minimum, three (3) of the above
examples.

Assessment Activity: Task 3 - 101. 1 – 1.3

1.4 State how to treat people equally and respect their individuality

Assessment Activity: Task 4 - 101. 1 – 1.4

Learner Outcomes Assessment Criteria
1. Know how to establish 1.5 Identify how to dress and present self at work
and maintain an
effective, fair and Dress and present: Dress e.g. teaching attire; present e.g. personal
equitable appearance, language, appropriate behaviour, coaching demeanour
coaching/teaching
environment (cont) Tutor guidance: Candidates need to identify, as a minimum, three (3) key
aspects of dress and three (3) key ways they should present themselves whilst
coaching/teaching.

Assessment Activity: Task 5 - 101. 1 – 1.5

1.6 Identify examples of positive behaviour when coaching/teaching

participants

Positive behaviour: e.g. encouragement, praise, feedback, enthusiasm,

listening, managing behaviour, liaison with parents, liaison with colleagues

Tutor guidance: Candidates need to identify at least three (3) examples of

positive behaviour

Assessment Activity: Task 6 - 101. 1 – 1.6

1.7 Outline why dress, appearance and behaviour are important at work

Assessment Activity: Task 5 - 101. 1 – 1.7

Learner Outcomes Assessment Criteria
2. Understand the 2.1 Outline why teamwork is important in providing good levels of service
principles of
coaching/teaching Teamwork: e.g. supporting colleagues, sharing information, giving advice and
guidance

Levels of service: e.g. improving coaching experience, excellent customer

care, providing feedback, participant progress

Tutor guidance: Candidates need to outline, (as a minimum, two (2) elements
of teamwork and two (2) examples of where teamwork helps provide good
levels of service

Assessment Activity: Task 7 - 101. 2 – 2.1

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

Improve: e.g. improve communication, improve planning, improve time-

management, improve fault diagnosis, improve feedback

Tutor guidance: Candidates need to outline the importance of improving two

(2) aspects of performance.

Assessment Activity: Task 8 - 101. 2 – 2.2

2.3 Outline why feedback from colleagues and participants is important

Feedback: e.g. group discussion, other staff, senior coach, previous

evaluations, verbal participant feedback, parent feedback

Tutor guidance: Using two (2) methods of feedback as a minimum

candidates need to describe why feedback from colleagues is important as
well as feedback from participants

Assessment Activity: Task 9 - 101.2 – 2.3

2.4 Identify how to use feedback from colleagues and participants to

improve own work

Use feedback: e.g. participant development, development of skills and

knowledge, shape future development, action planning

Tutor guidance: Candidates need to identify three (3) ways, as a minimum, in

which feedback can be
used to improve their own work

Assessment Activity: Task 9 - 101.2 – 2.4

Learner Outcomes Assessment Criteria
3. Know how to establish 3.1 Outline why safeguarding children and vulnerable people is important
and maintain a safe
coaching/teaching Safeguarding children and vulnerable people: identifying common signs and
environment indications of abuse – (physical, emotional, sexual, neglect, bullying);
appropriate coach behaviour; reporting concerns.

Tutor guidance: Candidates need to outline why it is important to be able to

identify possible signs of abuse, the importance of conducting themselves
correctly during coaching, and associated sessions and the importance of
reporting concerns promptly in the correct manner

Assessment Activity: Task 10 - 101.3 – 3.1

3.2 Identify the procedures for safeguarding children and vulnerable

people

Procedures: e.g. Criminal Records Bureau (CRB) certificates, Vetting and

Barring scheme, centre devised policies; ASA procedures (such as Swim-Line,
code of ethics, other support)

Tutor guidance: Candidates need to identify the relevant procedures they

should follow to help safeguard children and vulnerable adults and two (2)
ASA procedures, as a minimum, in place to support them.

Assessment Activity: Task 11 - 101.3 – 3.2

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

Values or codes of practice: ASA codes of ethics to support coaching/teaching

in swimming and associated disciplines

Tutor guidance: Candidates need to be able to describe the key ASA values
and codes of practice in place to support coaching/teaching in swimming and
associated disciplines*

Assessment Activity: Task 12 - 101.3 – 3.3

3.4 Explain the importance of dealing with accidents and emergencies

promptly, calmly and correctly

Accidents and emergencies: accidents e.g. trips and slips, collisions;

emergencies e.g. swimmer in difficulty, lost person, fire, threatening
behaviour

Tutor guidance: Candidates need to explain the importance of dealing

correctly with, as a minimum, two (2) types of accidents and two (2) types of
emergencies

Assessment Activity: Task 13 - 101.3 – 3.4

 Learner Outcomes Assessment Criteria
3. Know how to establish 3.5 Identify the types of injuries and illnesses that may occur in own area
and maintain a safe of work
coaching/teaching
environment (cont) Injuries and illnesses: injuries e.g. bruising, bleeding, fracture, shock, cardiac
arrest; illnesses e.g. asthma, diabetes, viral infection

Tutor guidance: Candidates need to identify, as a minimum, two (2) types of

injuries most likely to occur in a swimming environment and two (2) illnesses
that may occur during a coaching session

Assessment Activity: Task 14 - 101.3 – 3.5

* The ASA code of ethics can be found at http://www.swimming.org/library/document/the-asa-code-of-ethics

and should be used to support criteria three (3).
** Wave power ASA guidance on safeguarding good practice can be found at
http://www.swimming.org/library/document/wavepower-2009-11-section-1
Unit content
Discipline: Coaching (Swimming) Credit Value: 1
Unit Code: 102
Unit Level: Understanding the principles of planning coaching/teaching activities in sport

Learner Outcomes Assessment Criteria

1. Understand how to 1.1 Outline why it is important to plan and prepare for coaching/teaching
plan coaching/teaching sessions
activities
Plan and prepare: participants e.g. participant numbers, ability, individual needs;
physical resources e.g. equipment, pool requirements (times, area of pool),
teaching aids; human resources e.g. support staff, lifeguards; session
requirements e.g. timings, aims and objectives, session structure

Tutor guidance: Candidates need to be able to outline the importance of

including participant needs, physical and human resource needs and session
requirements in their planning and preparation. For each of these areas they
need to cover, as a minimum, two (2) considerations.

Assessment Activity: Task 1 – 102.2 – 1.1

1.2 Describe how to identify who has responsibility for different aspects of
sessions

Different aspects of sessions: marketing and enrolment, getting participants

ready for the session, session delivery, feedback to parents, participant
advancement

Tutor guidance: Candidates need to identify who has responsibility for each of
the different aspects above

Assessment Activity: Task 5 – 102.1 – 1.2

1.3 Outline why it is important to work closely with the person with overall
responsibility for sessions

Assessment Activity: Task 4 – 102.1 – 1.3

1.4 Identify the types of information needed to plan an activity within sessions

Types of information: participant information e.g. numbers, gender, ability,

individual needs; resource information e.g. equipment available, time available,
staff available

Tutor guidance: Candidates need to identify, as a minimum, three (3) types of

participant information and three (3) types of resource information.

Assessment Activity: Task 2 – 102.1 – 1.4

Learner Outcomes Assessment Criteria
1. Understand how to 1.5 Outline the types of information that may be confidential
plan coaching activities
(cont) Assessment Activity: Task 2 – 102.1 – 1.5
1.6 Outline how to deal with confidential information

Assessment Activity: Task 2 – 102.1 – 1.6

1.7 Outline why it is important to use evaluations of other activities when

planning new activities

Evaluations of other activities: evaluations from previous sessions, evaluations of

sessions delivered by other staff

Tutor guidance: Candidates need to discuss the importance of not only their own
session evaluations but those of sessions delivered by other staff as well.

Assessment Activity: Task 6 – 102.1 – 1.7

1.8 Outline why it is important to make sure the planned activities meet the
overall aims of the sessions

Aims: SMART aims/targets – specific, measureable, achievable, realistic, time-

bound

Tutor guidance: Candidates need to outline why it is important to meet SMART

targets – indicating their understanding of what SMART targets/aims are.

Assessment Activity: Task 7 – 102.1 – 1.8

Learner Outcomes Assessment Criteria
2. Understand how to plan 2.1 State why health, safety, cleanliness and tidiness are important in a
for a safe coaching/teaching facility
coaching/teaching
Assessment Activity: Task 3 – 102.1 – 2.1
environment

1 2.2 Identify the procedures which must be followed for checking

coaching/teaching facility areas and dealing with any problems found

Procedures: e.g. checks for hazards, checks for cleanliness, checks for water
standards; procedures for recording data and reporting problems

Tutor guidance: Candidates must identify what procedures are in place at the
centre they coach/teach (using the examples of procedures given as a guide). It
is important that they can also identify how information is recorded and how
issues are reported.

Assessment Activity: Task 8 – 102.2 – 2.2

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

coaching/teaching facility area

Types of problems: e.g. damaged/missing equipment, water standards,

damaged infrastructure, lack of medical equipment, damaged/missing safety
equipment, absence of lifeguards

Tutor guidance: Candidates need to outline, as a minimum, five(5) types of

problems they may find in a coaching facility.

Assessment Activity: Task 8 – 102.2 – 2.3

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

Assessment Activity: Task 8 – 102.2 – 2.4

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

Assessment Activity: Task 8 – 102.2 – 2.5

2.6 Indicate who problems should be reported to

Assessment Activity: Task 8 – 102.2 – 2.6

2.7 Outline health and safety requirements that cover own area of
responsibility

Health and safety requirements: different levels – e.g. statutory requirement,

NGB, industry COP; centre produced health and safety procedures

Tutor guidance: Candidates need to outline, both levels of health and safety
requirements applicable to their coaching/teaching and level of responsibility
Assessment Activity: Task 8 – 102.2 – 2.7
Learner Outcomes Assessment Criteria
3. Understand how to 3.1 Identify the types of equipment which might be used in
prepare facilities and coaching/teaching sessions
equipment for
coaching/teaching Types of equipment: e.g. posters, activity cards, buoyancy aids, flippers,
activities paddles

Tutor guidance: Candidates need to identify, as a minimum, three (3) types of

equipment they may use in a coaching/teaching session.

Assessment Activity: Task 9 – 102.3 – 3.1

3.2 Outline the main health and safety requirements for different items of
coaching/teaching equipment

Health and safety requirements: e.g. suitable size for age, condition of
equipment, suitability for use near water (electrical), potential effect on pool
water (cleanliness)

Tutor guidance: Candidates need to identify, as a minimum, three (3) health

and safety considerations for coaching/teaching equipment they would be
excepted to use.

Assessment Activity: Task 9 – 102.3 – 3.2

3.3 Outline safe manual lifting and handling procedures

Assessment Activity: Task 11 – 102.3 – 3.3

3.4 Describe why using the safe manual lifting and handling procedures are
important

Assessment Activity: Task 11 – 102.3 – 3.4

3.5 Identify the types of faults and/or hazards which may occur with
coaching/teaching equipment

Types of faults and/or hazards: e.g. sharp/exposed edges, rips and tears, wear
and tear, exposed wires/damage to flex

Tutor guidance: Candidates must identify, as a minimum, three (3) types of

faults and/or hazards which could affect their coaching/teaching equipment.

Assessment Activity: Task 9 – 102.3 – 3.5

3.6 Outline how to identify and report problems with coaching/teaching

equipment

Assessment Activity: Task 10 – 102.3 – 3.6

Learner Outcomes Assessment Criteria
3. Understand how to 3.7 Identify correct ways of setting up a range of coaching/teaching
prepare facilities and equipment
equipment for
coaching/teaching Coaching/teaching equipment: e.g. timing clock, activity cards, posters,
activities (cont) benches for demonstrations

Tutor guidance: Candidates need to identify (as a minimum) the correct way
to set up two (2) different types of equipment.

Assessment Activity: Task 12 – 102.3 – 3.7

3.8 Outline why it is important to check with a more senior colleague that
coaching/teaching equipment has been set up correctly

Assessment Activity: Task 12 – 102.3 – 3.8

Learner Outcomes Assessment Criteria
4. Understand how to 4.1 State the procedures to follow when arranging coaching/teaching
prepare participants for facilities and equipment and giving information to participants
coaching/teaching
activities Procedures: e.g. booking, accessing facilities, providing own or using facility’s
equipment

Information to participants: e.g. cost of sessions, standards of behaviour,

booking procedure, competency requirements, time of sessions, progression
routes

Tutor guidance: Candidates must state two (2) different procedures

applicable to arranging coaching/teaching sessions and two (2) types of
procedures for giving information to participants.

Assessment Activity: Task 13 – 102.4 – 4.1

4.2 Identify the appropriate requirements for dress and equipment for the
activities being coached/taught

Dress: appropriate attire. e.g. footwear, dry side clothing, wet side attire

Tutor guidance: Candidates are expected to identify the appropriate

standard of attire and self presentation expected from those members
delivering activities poolside.

Assessment Activity: Task 15 – 102.4 – 4.2

4.3 Outline how to give clear and correct demonstrations and explanations
of skills, techniques, rules, codes and health and safety requirements

Skills and techniques: relevant to swimming e.g. FUNdamental movements,

buoyancy, movement through water, stroke techniques, entry and exiting
water

Rules, codes and health and safety requirements: e.g. safe behaviour in
water, ground rules, sanctions

Tutor guidance: Candidates need to outline how demonstration can aid and
support explanations of four (4) skills and techniques required for swimming
and three (3) health and safety requirements.

Assessment Activity: Task 16 – 102.4 – 4.3

4.4 Outline why it is important to answer participants questions

Assessment Activity: Task 14 – 102.4 – 4.4

4.5 Outline why warm ups are important

Assessment Activity: Task 16 – 102.4 – 4.5

Learner Outcomes Assessment Criteria
4. Understand how to 4.6 Outline the types of warm up that are appropriate to activities being
prepare participants for coached/taught
coaching/teaching
activities (cont) Assessment Activity: Task 16 – 102.4 – 4.6
Unit content
Discipline: Coaching (Swimming) Credit Value: 1
Unit Code: 103
Unit Level: Understanding the Principles of Conducting Coaching/Teaching Activities in Sport

Learner Outcomes Assessment Criteria

1. Understand how to 1.1 Describe own responsibilities during sessions
conduct planned
coaching/teaching Responsibilities: e.g. duty of care, supporting others, self-presentation,
activities delivery of a pre-prepared session under direct supervision, motivation of
self and others, enjoyment for participants, reporting problems, following
code of ethics.

Tutor guidance: Candidates need to be able to describe five (5) areas of

responsibility they would have during a session.

Assessment Activity: Task 1 – 103.1 – 1.1

1.2 State the health and safety requirements relevant to the activities
being coached/taught

Health and safety requirements: e.g. safety of swimmers; safety of self and
other staff; safety of parents

Tutor guidance: Candidates need to state the relevant health and safety
guidance with regard to swimmers, self/others and parents

Assessment Activity: Task 2 – 103.1 – 1.2

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

relevant to the activities being coached/taught

techniques and skills: relevant to aquatics e.g. FUNdamental movements,

buoyancy, movement through water, stroke techniques, entry and exiting
water

rules and codes of behaviour: e.g. safe behaviour in water, ground rules,
sanctions, rules/laws of the sport

Tutor guidance: Candidates need to identify, as a minimum, four (4) skills and
techniques required for the coaching/teaching of aquatics. Candidates must
also identify three (3) relevant rules/codes of behaviour.

Assessment Activity: Task 3 – 103.1 – 1.3

Learner Outcomes Assessment Criteria
1. Understand how to 1.4 Outline how to select appropriate equipment for different participants
conduct planned
coaching/teaching Different participants: e.g. male, female, child, adult, veteran, vulnerable,
activities (cont) novice, experienced, elite

Tutor guidance: Candidates need to outline how to select appropriate

equipment for three (3) different participant types.

Assessment Activity: Task 4 – 103.1 – 1.4

1.5 Describe how to deal with accidents, injuries and illnesses

Assessment Activity: Task 5 – 103.1 – 1.5

1.6 Identify the correct procedures for reporting accidents, injuries and
illnesses

Assessment Activity: Task 5 – 103.1 – 1.6

1.7 Detail own responsibilities when reporting accidents, injuries and

illnesses

Responsibilities: relevant to the organisation; relevant to the NGB; relevant

to law

Tutor guidance: Candidates need to describe their responsibilities within

each of the areas above (organisation, NGB, law)

Assessment Activity: Task 5 – 103.1 – 1.7

Learner Outcomes Assessment Criteria
2. Understand how to 2.1 Outline the importance of good communication with participants
support participant during sessions
behaviour and
performance Communication: Verbal e.g. questions and answers, command, discussion,
listening; non-verbal e.g. body language, positioning, mime, gesture, activity
cards, models, posters, instruction, demonstration, information gathering
through senses

Tutor guidance: Covering three(3) of the above methods, candidates must be

able to detail the importance of both verbal and non-verbal communication.

Assessment Activity: Task 6 – 103.2 – 2.1

2.2 Outline how to motivate and encourage participants without putting

them under stress

Stress: e.g. pressure from coach, parents, peers, self

Tutor guidance: Candidates need to outline how to motivate and encourage

without possible stress from all of the above

Assessment Activity: Task 7 – 103.2 – 2.2

2.3 Describe ways in which participants’ behaviour can be managed during

sessions

Participants’ behaviour: e.g. ground rules, sanctions, time outs,

disagreements, positive reinforcements

Tutor guidance: Candidates need to describe, as a minimum, three (3) ways

in which participant behaviour can be managed.

Assessment Activity: Task 8 – 103.2 – 2.3

2.4 Outline the coaching/teaching process as it applies to the

improvement
of participant performance

Coaching/teaching process: e.g. group organisation, use of a variety of

equipment, use of game/activity cards, communication to allow learning to
take place, awareness of areas of risk during teaching, operating from the
poolside and within the water

Tutor guidance: Candidates must outline five (5) aspects of the

coaching/teaching process.

Assessment Activity: Task 9 – 103.2 – 2.4

Learner Outcomes Assessment Criteria
2. Understand how to 2.5 Outline the importance of giving feedback to participants on what they
support participant are doing
behaviour and
performance (cont) Feedback: e.g. timing, purpose, method, positive, negative, informative,
constructive, praise

Tutor guidance: Candidates need to highlight the importance of, as a

minimum, three (3) types of feedback.

Assessment Activity: Task 10 – 103.2 – 2.5

2.6 Outline how to give feedback in a way that will help participants to
improve their performance

Assessment Activity: Task 10 – 103.2 – 2.6

2.7 Identify appropriate times during an activity to provide feedback

Appropriate times: e.g. pre activity, during activity, post activity

Tutor guidance: Candidates are to identify what would be appropriate

feedback at each of the times indicated above

Assessment Activity: Task 10 – 103.2 – 2.7

Learner Outcomes Assessment Criteria
3. Understand how to 3.1 Outline why it is important to allow enough time to finish an activity as
conclude planned
coaching/teaching
activities Assessment Activity: Task 11 – 103.3 – 3.1

3.2 Outline why it is important to cool down

Assessment Activity: Task 11 – 103.3 – 3.2

3.3 Outline types of appropriate cool down exercises for the activities being
coached/taught

Assessment Activity: Task 11 – 103.3 – 3.3

3.4 Outline why it is important to get feedback from participants at the end
of sessions

Feedback: e.g. formal feedback (recorded); informal feedback (non-recorded)

Tutor guidance: Candidates need to highlight why it is important to get both

formal feedback and informal feedback.

Assessment Activity: Task 10 – 103.2 – 3.4

3.5 Identify procedures for putting away equipment and tidying the
coaching/teaching facility

Assessment Activity: Task 12 – 103.3 – 3.5

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

Faulty: e.g. sharp/exposed edges, rips and tears, wear and tear

Tutor guidance: Candidates need to describe how to identify, as a minimum,

two (2) types of faulty equipment and the action required.

Assessment Activity: Task 12 – 103.3 – 3.6

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

Assessment Activity: Task 12 – 103.3 – 3.7

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

Assessment Activity: Task 12 – 103.3 – 3.8

Unit content
Discipline: Swimming (Coaching) Credit Value: 1
Unit Code: 104
Unit Level: Understanding the Principles of Evaluating Coaching/Teaching Activities in Sport

Learner Outcomes Assessment Criteria

1. Understand how to 1.1 Outline why evaluating activity sessions is important
evaluate coaching/teaching
activities Evaluating: e.g. participant development, own development of skills and
knowledge, shaping future development of participant and teacher, action
planning

Tutor guidance: Candidates need to be able to outline the importance of

evaluating of, as a minimum, three (3) aspects of a session.

Assessment Activity: Task 1 – 104.1 – 1.1

1.2 Describe why it is important to compare what happened during a

session with what was planned

Assessment Activity: Task 2 – 104.1 – 1.2

1.3 Outline the importance of making positive use of the feedback from
others, including participants and the person responsible for sessions

Feedback: e.g. on your performance, on the structure of the session, on the

enjoyment levels, on achievement against set aims

Tutor guidance: Candidates need to outline the importance of using, as a

minimum, two (2) types of feedback

Assessment Activity: Task 3 – 104.1 – 1.3

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

Record: e.g. written records, video record, audio record, electronic records

Tutor guidance: Evaluations must include at least one (1) example from the
list above

Assessment Activity: Task 3 – 104.1 – 1.4

1.5 Outline how to complete evaluation forms

Assessment Activity: Task 4 – 104.1 – 1.5

1.6 State how to make use of past evaluations when planning and
conducting future activities
Assessment Activity: Task 4 – 104.1 – 1.5
Learner Outcomes Assessment Criteria
2. Understand how to 2.1 Outline why it is important to always try to improve own
develop own coaching/teaching
coaching/teaching
practice Assessment Activity: Task 5 – 104.2 – 2.1

2.2 Identify how to ask colleagues for feedback on own work

Colleagues: e.g. other teachers, support staff, senior teacher

Tutor guidance: Candidates need to identify how to ask for feedback from a
minimum of two (2) different types of colleague.

Assessment Activity: Task 6 – 104.2 – 2.2

2.3 Outline why feedback from colleagues is important

Feedback: e.g. on your performance, the structure of the session, the

enjoyment levels, achievement against set aims

Tutor guidance: Candidates need to outline two (2) different areas of feedback
and highlight why its important to obtain.

Assessment Activity: Task 6 – 104.2 – 2.3

2.4 Identify how to use feedback from colleagues to improve own

coaching/teaching

Assessment Activity: Task 6 – 104.2 – 2.4

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

Important: e.g. own development, swimmer development, maintaining

currency of qualification, professional development

Tutor guidance: Candidates need to outline as a minimum three (3) sources of

education and training and outline the importance of two (2) reasons why it is
important to continually upskill, train and develop.

Assessment Activity: Task 7 – 104.2 – 2.5

2.6 Outline the sources of training and education available to improve

coaching/teaching practice

Sources of training and education: e.g. ASA, other NGBs, SCUK, Further
Education, Higher Education, Open University

Assessment Activity: Task 7 – 104.2 – 2.5

Unit content
Discipline: Coaching (Swimming) Credit Value: 2
Unit Code: 105
Unit Level: Planning Coaching Activities

Learner Outcomes Assessment Criteria

1. Plan coaching activities 1.1 Collect information needed to plan activities

Information: Participant information e.g. medical, disability, behavioural,

emotional, social, educational, age, gender, physical condition, number, stage
of development, previous experience.

Information: Other information e.g. layout/space, session structure,

equipment needed, adaptations, delivery time.

Tutor guidance: Candidates need to collect sufficient information required to

plan for a session effectively. This should include sessions for two (2) types of
participants and take into account the necessary other considerations from the
examples above.

Assessment Activity

1.2 Deal with confidential information correctly

Confidential information: Information which should only be made known to

others with the participant’s agreement; e.g. participants’ medical conditions,
addresses and telephone numbers.

Correctly: Data protection e.g. record keeping, disclosure of information.

Tutor guidance: Candidates need to deal with all confidential information

correctly, adhering to data protection legislation.

Assessment Activity

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

Plans: e.g. written plans.

Aims: e.g. acquisition of skill, fun and enjoyment, develop confidence, develop
technique.

Tutor guidance: Candidates need to produce written plans (for at least two (2)
different sessions that last a minimum duration of 15 minutes) and include
relevant aims from the examples given above.

A minimum of one (1) planned session must be observed practically by an

appropriately qualified assessor.

Assessment Activity
Learner Outcomes
1. Plan coaching activities
(cont)
Assessment Criteria
1.4 Use evaluations of previous activities to help the plan
Evaluations: e.g. verbal, written (personal action plans, recording progress of
participants), self-reflection.
Tutor guidance: Candidates need to use (as a minimum) two (2) types of
evaluation to help plan future sessions.
Assessment Activity
1.5 Make sure the planned activities fit into the time available
Assessment Activity
1.6 Check the details of plans with the person responsible for the session
Person responsible: e.g. tutor, level 2 coach, senior coach.
Tutor guidance: Candidates need to check the details of the plan with whoever
is responsible for the session.
Assessment Activity
1.7 Identify own responsibilities of the session
Responsibilities: e.g. duty of care, supporting others, self-presentation, deliver
a pre-prepared session under direct supervision, motivation of self and others,
enjoyment for participants, reporting procedures, code of ethics.
Tutor guidance: Candidates need to identify (as a minimum) six (6)
responsibilities they have associated with the delivery of a session.
Assessment Activity
Learner Outcomes Assessment Criteria
2. Plan for a safe 2.1 Take account of health and safety requirements when planning activities
environment
Health & safety requirements: Pool considerations e.g. role of the lifeguard,
injury and illness (i.e. colds, ear, nose and eye infection, open sores, cramp,
collisions), equipment assembly/disassembly, manual lifting and handling,
reporting, safe storage, emergency exits, emergency drills, operating
procedures relating to NGB guidelines, ASA guidance statements i.e. teaching
from the poolside, diving, jumping into shallow water, definition of
supervision, safe supervision for aquatic teaching (coaching)

Health & safety requirements: Participant considerations e.g. ground rules,

discipline, code of conduct for participants, pool discipline

Tutor guidance: Candidates need to show that they have taken into account all
relevant health & safety requirements relevant to their planned session. This is
to include pool and participant related considerations.

Assessment Activity

2.2 Check the facility following the correct procedures

Facility: e.g. changing rooms, poolside, pool basin

Procedures: e.g. pool safety operating procedures

Tutor guidance: Candidates need to check all relevant facility areas using the
centre’s safe operating procedures.

Assessment Activity

2.3 Identify possible problems with facilities

Problems: e.g. lights not working, objects in water, water quality, damage to
surfaces, damage to equipment, use of electrical equipment

Tutor guidance: Candidates need to be able to identify possible problems –

being questioned via ‘what if’ or ‘what could be’ scenarios if problems are not
evident

Assessment Activity

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

Correct action: e.g. deal with, report to colleague, report to line manager,
complete written report

Instructions: e.g. given verbally, included in operating procedures, NGB

guidance

Tutor guidance: Candidates need to take the correct action in line with either
verbal instructions and/or those included in the centre’s operating procedures
and/or NGB guidance.

Assessment Activity
Learner Outcomes Assessment Criteria
2. Plan for a safe 2.5 Report any problems clearly and accurately to a more senior colleague
environment (cont)
Report: e.g. verbally and in writing

Tutor guidance: Candidates need to be able to report problems both verbally

and in writing.

Assessment Activity

Learner Outcomes Assessment Criteria

3. Prepare facilities and 3.1 Identify equipment needed to deliver planned activities
equipment for coaching
activity Assessment Activity

3.2 Find the equipment to set up

Assessment Activity

3.3 Lift and handle equipment safely and without causing damage

Assessment Activity

3.4 Follow instructions for setting up and laying out the equipment

Instructions: e.g. verbal instructions, written instructions

Tutor guidance: Candidates need to be able to follow both verbal and written
instructions.

Assessment Activity

3.5 Make sure equipment is ready when needed

Assessment Activity

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

Assessment Activity

3.7 Identify and report any problems to a more senior colleague

Problems: e.g. damaged, unsuitable, problems with setting up, potentially hazardous

Tutor guidance: Candidates need to be able to identify and report problems (such as
those given as examples above) – either actual or via suitable questioning.

Assessment Activity
Unit content
Discipline: Swimming (Coaching) Credit Value: 1
Unit Code: 106
Unit Level: Conducting Coaching Activities

Learner Outcomes Assessment Criteria

1. Be able to conduct 1.1 Follow agreed health and safety procedures
coaching activities
Health & safety procedures: e.g. checks for hazards, checks for cleanliness,
checks for water standards, procedures for recording data & reporting
problems, swimmer entry into water, swimmer supervision, swimmer
behaviour

Tutor guidance: Candidates need to show that they can follow the health and
safety procedures in place at the centre where the session(s) are taking place
(examples given above) and meet appropriate ASA requirements.

Assessment Activity

1.2 Refer any problems which cannot be dealt with accordingly to the person
responsible for a session

Problems: e.g. swimmer medical conditions, swimmer behaviour, facility

issues, water clarity

Tutor guidance: Candidates need to show that they are aware of the type of
issues that need to be referred to the person responsible for the session.
Possible examples are given.

Assessment Activity

1.3 Communicate with participant(s) and colleagues clearly

Communicate: e.g. questions and answers, command, discussion, listening,

body language, positioning, gesture, activity cards, models, posters,
instruction, demonstration, information gathering through senses

Participants: e.g. male, female, child, adult, veteran, vulnerable, novice,

experienced, elite, parents, other coaches, support staff.

Tutor guidance: Candidates need to show that they can communicate clearly
with both participants and colleagues during one of their planned session for a
minimum duration of 15 minutes.

Assessment Activity
Learner Outcomes Assessment Criteria
1. Be able to conduct 1.4 Provide participant(s) with the information they need throughout
coaching activities (cont) sessions

Information: e.g. aims of the session, behaviour requirements, technical

information, corrective actions, feedback on performance

Tutor guidance: Candidates need to be able to provide the participants with

the information they require during the session (examples of areas to cover
have been provided above).

Assessment Activity

1.5 Follow and adhere to the correct procedures for safeguarding children
and vulnerable people

Procedures for safeguarding children and vulnerable people: e.g. identifying

common signs and indications of abuse – (physical, emotional, sexual, neglect,
bullying); appropriate coach behaviour; reporting concerns

Tutor guidance: Candidates need to follow the correct procedures during the
coaching session, such as conducting themselves correctly and, be able to
follow procedures if abuse is suspected.

Assessment Activity

1.6 Deal with accidents, injuries and illnesses following the correct
procedures

Accidents, injuries and illnesses: e.g. (accidents) trips and slips, collisions;
(injuries) bruising, bleeding, fracture, shock, cardiac arrest; (illnesses) asthma,
diabetes, viral infection

Tutor guidance: Candidates need to be able to deal with examples of accidents,

injuries and illness – examples of which are provided above.

Assessment Activity

1.7 Report accidents, injuries and illnesses following the correct procedures

Report: e.g. verbally, written

Tutor guidance: Candidates need to be able to report accidents, injuries and

illnesses correctly – both verbally and in writing.

Assessment Activity
Learner Outcomes Assessment Criteria
2. Support participant(s) 2.1 Demonstrate how to observe participant(s) performance throughout
behaviour and activities
performance
Observe participant(s) performance: e.g. focussed observation of aquatic
movements, core aquatic skills, movement literacy, multi skill, multi stroke,
multi discipline, multi aquatic

Tutor guidance: Candidates need to demonstrate that they can observe key
elements of the participants performance.

Assessment Activity

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

Needs: e.g. developmental, emotional, safety, enjoyment

Tutor guidance: Candidates need to pay attention to all the needs identified
above

Assessment Activity

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

Feedback: e.g. timing, purpose, method, positive, negative, informative,

constructive, praise

Appropriate times: e.g. pre activity, during activity, post activity

Tutor guidance: Candidates need to give, as a minimum, three (3) types of

feedback at times deemed as appropriate.

Assessment Activity

2.4 Make sure that feedback highlights good performance and areas for
participant(s) improvement

Assessment Activity

2.5 Ensure that feedback is clear and encouraging

Assessment Activity
Learner Outcomes Assessment Criteria
3. Conclude coaching 3.1 Allow enough time to finish activities
activities
Assessment Activity

3.2 Help participant(s) to cool down safely

Assessment Activity

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

Feedback: e.g. areas of strength, areas for improvement, targets, ways in

which to improve, timescales

Tutor guidance: Candidates need to provide participants with feedback

appropriate to their performance – examples are provided above.

Assessment Activity

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

Assessment Activity

3.5 Follow the correct procedures for putting away equipment and tidying
the coaching facility

Assessment Activity

3.6 Refer any problems which cannot be dealt with appropriately to the
person responsible for the session

Assessment Activity
Unit content
Discipline: Swimming (Coaching) Credit Value: 1
Unit Code: 107
Unit Level: Evaluating Coaching Activities

Learner Outcomes Assessment Criteria

1. Be able to evaluate 1.1 Carry out evaluations with the person responsible for sessions
coaching activities
Evaluations: e.g. participant development, development of skills and
knowledge, shape future development, action planning.

Tutor guidance: Candidates need to carry out a recorded evaluation based on

the delivery of one planned activity session (minimum duration of 15 minutes).
The session evaluated must be one observed by an appropriately qualified
assessor.

Assessment Activity

1.2 Compare and reflect on what happened during the activity with what
was planned

Assessment Activity

1.3 Identify what the participant(s) achieved during activities

Assessment Activity

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

Assessment Activity

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

Assessment Activity

1.6 Listen to and take account of the views of the person responsible for the
session

Assessment Activity

1.7 Record the results of evaluations to help improve future activities

Assessment Activity
Learner Outcomes Assessment Criteria
2. Develop own coaching 2.1 Seek feedback on own coaching from colleagues
practice
Feedback: e.g. group discussion, one-to-one, senior coach, tutor.

Tutor guidance: Candidates need to seek feedback from a minimum of two (2)
different colleagues either on a one-to-one basis or via a group discussion.

Assessment Activity

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

Assessment Activity

2.3 Identify training that would help to improve own coaching

Training: e.g. formal training (coaching courses); informal training e.g.

(shadowing, observations, coaching experience).

Tutor guidance: Candidates need to identify both formal training opportunities

and informal training opportunities.

Assessment Activity
Practical Syllabus

Practical skills Components

Deliver swimming Demonstrate coaching sessions that cover basic movement literacy
coaching sessions incorporating all of the: FUNdamental movements and their application in the
incorporating the aquatic environment:
Fundamental movement
skills
ABCs
RJT
KGBs
CKs
Demonstrate swimming Coach sessions that incorporating the factors that influence movement in water
coaching sessions that including all of:
cater for the principles
that influence Density
movement in the water Drag
Flotation
Streamlining
Buoyancy
Propulsion
Resistance
Depth of water
Temperature

Demonstrate the use of Coach sessions that incorporate all of the following requirements: e.g:
appropriate practical
poolside skills and Appropriate lane discipline
coaching practices Use equipment including stop watch and pace clock
Appropriate communication to allow set and technique direction
Appropriate awareness of areas of risk during coaching

Demonstrate coaching Coach sessions that identify appropriate corrections in all of the four (4)
sessions that identify competitive swimming strokes starts, turns and finishes:
common faults in the
four (4) competitive Front Crawl
swimming strokes, Back Crawl
starts, turns and finishes Breaststroke
Butterfly
Starts
Turns
Finishes
Practical skills Components
Demonstrate differing Coach sessions in three of the following areas incorporating the DIRT principle.
types of coaching
sessions that Low intensity aerobic
incorporate the DIRT Medium intensity endurance
(Distance, Intensity, High intensity anaerobic
Repetition, Time) Speed
principle. Recovery
Skill