Chapter 16- Officiating and Coaching

1. REFLECTION ON
ACCREDITATION AND
ENDORSEMENT OF COACH
EDUCATION AND
DEVELOPMENT PROGRAMS
Lori A. Gano-Overway

2. INTRODUCTION Coaching effectiveness has
been defined as “ the
consistent application of
integrated professional,
interpersonal and intrapersonal
knowledge to improve athletes’
competence, confidence,
connection, and character in
specific coaching context”
(Cote and Gilbert 2009, 319)

3. Accreditation: What It is
and Why It is
Important

4. Accreditation
• Within this chapter, accreditation is define similarly to accreditation in
higher education; that is, ‘ a guided self-evaluation and self improvement
process’ that undergoes peer review and encourages periodic
evaluation of ongoing effectiveness of a program(Gelmon 1997, 54)
• In a similar vein, the National Committee for Accreditation of Coaching
Education (NCACE 2017a, 4) Therefore, accreditation relates to
ensuring the quality of coach education and development programs
rather than certifying individual coaches within a particular program. In
the end, accreditation should hold educators and coach developers
accountable for creating quality professional programs that help
coaches achieve scientifically and practically relevant coaching
knowledge and competence in an environment that maintains the best
educational practices while still allowing flexibility in philosophies and
approaches among programs (NCACE 2017a)

5. National Committee for
Accreditation of
Coaching Education

6. Accreditation
The National Committee for Accreditation of Coaching Education
(NCACE) began accrediting coaching programs within the United States in
2000. According to NCACE’s Guidelines for Accreditation of Coaching
Education, the goal of NCACE is to maximize the opportunities for providing
qualified coaches at all levels of sport programs” by encouraging “continuous
improvement in the professional knowledge and competence of sport coaches”
and providing “consistent and scientifically based guidelines by which to
assess;
(a) the content programs for the education of coaches,
(b) the qualifications of instructors who provide coaching education, and
(c) the process by which coaching education is provided” through the
accreditation process (NCACE 2017a,1)

7. Currently, 20 coach education and development
programs have attained comprehensive accreditation, 12 of
which are college and university program (NCACE 2017a).
The NCACE accreditation process involves program
coordinators developing a portfolio, which provides evidence
that program complies with 16 accreditation guidelines. The
guidelines are organized around four main area;
(1) organizational overview
(2) personnel
(3) operational procedures, and;
(4) content

8. Endorsement Scheme for
Higher Education
for Sports Coach
Education

9. To become an endorsed program, programs were assessed on whether they
meet the specific criteria for sports coach education. The criteria for the
knowledge and understanding of coaching were based on the UK Coaching
Framework, the National Occupational Standards for Sports Coaching, and
particular subject-matter content. The subject-matter content include the
following areas;
(a) pedagogy of coaching practice
(b) professional practice
(c) physiological aspects of sport performance
(d) social psychological aspects of sports coaching and performance
psychology
(e) analysis of sport performance
(f) biomechanical, movement analysis, and development of movement
skills
(g) management and development coaching
(h) research skills

10. The capability of coaching, which involved “the ability to combine
knowledge and understanding within the practice of sports coaching”
(Active Endorsement: Higher Education Endorsement Scheme for Sports
Coach Education 2015, 12) was developed and evaluated by program
personnel during coaching practice with a minimum requirement of 150
hours of coaching practice required by students.
The Higher Education Endorsement Scheme for Sport Coach
Education provided another framework to consider in the accreditation
milieu and outlined the knowledge, understanding and capabilities needed
by students to enter the coaching workforce. Clearly, the strengths of the
program included having high-quality staff and incorporating a significant
practice experience, which allowed future coaches to apply their knowledge
and understanding as well as reflect on this practice.

11. Endorsement of Sports
Coach Education
Programs by Government
Agencies

12. Some countries, including Canada and the United
Kingdom, have governmental agencies that endorse sport coach education and
development programs usually created and implemented by a governing body of
sport.
The number and depth of standards required may be dependent upon the
coaching role (e.g., beginner coach [Level 1, trained coach] or master coach
[Level 4/5]); type of coaching (e.g., instruction, community or participation,
competitive); and type of athlete (e.g., introductory, development, or elite).
While programs seeking endorsement do not present a program
evaluation, agencies do not conduct system-wide evaluations as well as provide
assessment and quality assurance testing. Governmental agencies vary in
whether endorsement is required and the level of assistance provided in helping
to frame and create programs.

13. Conclusions

14. In concluding this section, it is clear hat national organizations
and governmental agencies are working toward improving the quality
of coaching practice through endorsement procedures and accreditation
processes
These standards are continually undergoing revision to keep up to
date with the latest research in coach effectiveness and coach
development.
Overall, these effort play an instrumental role in continuing to
promote the professionalization of coaching and help the public realize
the importance of professionally trained coaches as well as increasing
the quality of sport experiences for all athletes.