Ultimate Canada: NCCP Operations Manual

Ultimate Canada:

Table of Contents Introduction... 1 1 Ultimate Canada and NCCP... 2 1.1 Mission, Vision, and Values... 2 1.2 Partners in Coach Education... 3 2 The NCCP Model... 5 2.1 Training vs. Certification... 6 2.2 Contexts... 7 2.3 Workshops and Modules... 9 3 Evaluation and Certification...11 3.1 Objectives...11 3.2 Principles of Evaluation in the NCCP...11 3.3 Outcomes, Criteria, and Evidence...11 3.4 Evaluating Coaches in the NCCP...13 3.5 Certification Standard...13 3.6 NCCP Database (the Locker)...13 3.7 Administration and Logistics of Evaluation...13 3.8 Recognition of Coaching Competence...18 4 Coach Developers...19 4.1 Identification and Selection of Coach Developers...20 4.2 Learning Facilitator...21 4.3 Master Learning Facilitator...24 4.4 Coach Evaluator...27 4.5 Ultimate Canada Competition Introduction Plan for Coach Developers...28 5 Business Model...30 5.1 Communication...30 5.2 Responsibilities and Planning...32 5.3 Fee Structure, Payment, and Honorarium...36 5.4 Maintenance of Certification and Professional Development...37 5.5 Quality Control...39 5.6 Minimum Age Restrictions...39 6 Tools...40 6.1 NCCP Code of Ethics...40 6.2 NCCP Coach Developer Code of Conduct...42 6.3 Template for Coach Developer Self-Nomination Letter...44 6.4 Template for Coach Developer Application Form...45 6.5 Template for Coach Developer Letter/Preliminary Worksheet...46 6.6 Template for Feedback Form...47

The Collection, Use, and Disclosure of Personal Information The Coaching Association of Canada collects your NCCP qualifications and personal information and shares it with all NCCP partners according to the privacy policy detailed at www.coach.ca. By participating in the NCCP you are providing consent for your information to be gathered and shared as detailed in the privacy policy. If you have any questions or would like to abstain from participating in the NCCP please contact coach@coach.ca.

Introduction Purpose of this Document The National Coaching Certification Program (NCCP), launched in 1974 and delivered in partnership with the government of Canada, provincial/territorial governments, and national/provincial/territorial sport organizations, gives coaches the confidence to succeed. The CAC works with over 65 different National Sport Organizations, including Ultimate Canada, across Canada in the development of sport-specific NCCP training. Currently, there are over 850 workshops available at every level of sport from 3-hour online introductory workshops for beginner coaches, to weekend workshops for intermediate coaches, to intensive two-year training programs for advanced coaches. This Ultimate Canada contains guidelines and procedures for successful implementation of the NCCP. It is not intended to replace the NCCP Policies and Implementation Standards, nor does it serve as development guidelines. Version Control The following outlines the version history of this document, and identifies any notable changes. Revision Date Revisions 2015/04/01 Original document publication. 2015/12/09 Ultimate Canada version 1.1 Page 1

1 ULTIMATE CANADA AND NCCP 1.1 Mission, Vision, and Values Mission statement: Lead, develop and promote excellence and spirit in Canadian Ultimate. Values: 1. Spirit of the Game: Fostering relationships in a respectful manner consistent with the Spirit of the Game. 2. Excellence: Supporting people and teams in achieving their goals and striving for professional excellence in all of our activities. 3. Accountability: Open and honest communication with our membership by transparently outlining and reporting all of our activities and policies. 4. Integrity: Delivering programs, services and activities in an honest and honourable manner. 5. Inclusiveness: Encourage anyone wanting to get involved in our activities to participate. 6. Leadership: Through collaboration, we listen, we inspire, foster, educate and support. Page 2

1.2 Partners in Coach Education The CAC, the provincial/territorial NCCP delivery agencies, the National Sport Organizations (NSOs), and the federal-provincial/territorial governments are individually and collectively responsible to: Ensure that the NCCP and other coaching and sport leader development programs contribute to a safe and ethical sport experience in all contexts of participation; Ensure that the programs integrate into the Canadian Sport For Life framework and follow the principles of Long-Term Athlete Development (LTAD); Ensure that coaching and sport leader development programs are available in both French and English; Use best efforts to make the program accessible to all, including traditionally underrepresented and/or marginalized populations as referenced in the Canadian Sport Policy and the Federal-Provincial/Territorial Priorities for Collaborative Action; Endorse the value of competent coaches and support, along with other stakeholders, higher standards of coaching competencies and working conditions/environments for coaches; Actively participate in the resolution of any differences that put the integrity and continuity of the NCCP at risk. 1.2.1 Coaching Association of Canada (CAC) The Coaching Association of Canada unites stakeholders and partners in its commitment to raising the skills and stature of coaches, and ultimately expanding their reach and influence. Through its programs, the CAC empowers coaches with knowledge and skills, promotes ethics, fosters positive attitudes, builds competence, and increases the credibility and recognition of coaches. 1.2.2 Provincial/Territorial Coaching Representatives (PTCRs) The Provincial/Territorial Coaching Representatives provide leadership, development, and support in delivering the NCCP. Find their contact information here: http://coach.ca/provincial-territorial-coachingrepresentatives-p140497 Alberta: Alberta Sport Connection British Columbia: ViaSport BC Manitoba: Coaching Manitoba New Brunswick: Coach NB Newfoundland and Labrador: Sport Newfoundland and Labrador Northwest Territories: Sport North Federation Nova Scotia: Department of Health and Wellness, Active Living Branch Nunavut: Sport and Recreation Division Ontario: Coaches Association of Ontario Page 3

Prince Edward Island: Sport PEI Quebec: SportsQuébec Saskatchewan: Coaches Association of Saskatchewan Yukon: Sport and Recreation, Department of Community Services, Government of Yukon 1.2.3 National Sport Organization (NSO) Ultimate Canada 1.2.4 Provincial/Territorial Sport Organizations (P/TSOs) The Provincial/Territorial Sport Organizations provide leadership, development, and support in delivering the Ultimate specific NCCP. Find their contact information here: https://uc.usetopscore.com/coaching-clinics Alberta: Alberta Ultimate Associations British Columbia: British Columbia Ultimate Society Manitoba: Manitoba Organization of Disc Sports New Brunswick: Ultimate New Brunswick Newfoundland and Labrador: Ultimate Newfoundland and Labrador Northwest Territories: Yellowknife Ultimate Club Nova Scotia: Disc Nova Scotia Ontario: Ontario Disc Sports Association and/or Ontario Ultimate Prince Edward Island: PEI Ultimate Quebec: Fédération québécoise d'ultimate Saskatchewan: Saskatchewan Ultimate Players Association Yukon: Yukon Disc Sports Page 4

2 THE NCCP MODEL Page 5

2.1 Training vs. Certification The NCCP model distinguishes between training and certification. Coaches can participate in training opportunities to acquire or refine the skills and knowledge required for a particular coaching context (i.e. Competition Introduction) as defined by the sport and be considered trained. To become certified in a coaching context, coaches must be evaluated on their demonstrated ability to perform within that context in areas such as program design, practice planning, performance analysis, program management, ethical coaching, support to participants during training, and support to participants in competition. Certified coaches enjoy the credibility of the sporting community and of the athletes they coach because they have been observed and evaluated doing what is required of them as a competent coach in their sport. They are recognized as meeting or exceeding the high standards embraced by more than 65 national sport organizations in Canada. Fostering confidence at all levels of sport, certification is a benefit shared by parents, athletes, sport organizations, and our communities. NCCP coaches are described as follows: In Training when they have completed some of the required training for a context; Trained when they have completed all required training for a context; Certified when they have completed all evaluation requirements for a context. For more information please visit: http://www.coach.ca/trained-vs-certified-s16468. Page 6

2.2 Contexts 2.2.1 Community Sport You may already coach at the community level or you re thinking about coaching. Often, you re a parent whose child is involved in sport, or a volunteer who works with participants of all ages that are new to a sport. There are two levels of workshops for community sport coaches: Initiation (or introduction) and Ongoing participation. Ultimate Canada currently offers the Community Initiation Sport Specific training. The Community Sport Initiation context focuses on participants who are being introduced to a sport. In many sports this is very young children participating in the sport for the first time. In a few sports, initiation into the sport can occur with youth or adults. Participants get involved to meet new friends, have fun, and to learn a new activity. The role of the coach is to ensure a fun and safe environment and to teach the development of some of the FUNdamentals stage skills and abilities for participants. Ultimate Canada Community Initiation training is designed for coaches 16+ years of age who work with new/entry level players, this workshop will focus on how to instruct the basic throws and rules of Ultimate. The role of the coach, planning practices, ethical issues around coaching and the needs of the athletes, will also be covered in this 1-day workshop that takes place both in the classroom and on the field or gym. For more information please visit: http://www.coach.ca/community-coaches-s15434. For more information on Ultimate specific trainings please visit: https://uc.usetopscore.com/en_ca/ultimate-coaching-programs 2.2.2 Competition Coaches in the Competition stream usually have previous coaching experience or are former athletes in the sport. They tend to work with athletes over the long term to improve performance, often in preparation for provincial, national, and international competitions. There are three levels of workshops for competition coaches that reflect the stages of athlete development: Introduction, Development, and High performance. Ultimate Canada currently offers the Competition Introduction Sport Specific training. The Competition Development Sport Specific training is in creation and should be available sometimes in 2017-2018. The Competition Introduction context is designed for coaches of athletes moving from the FUNdamentals to the Learn to Train and Train to Train stages of long-term athlete development. Ultimate Canada Competition Introduction training is designed for coaches 16+ years of age who work with U18 competitive players (e.g. high school competitive programs, competitive junior programs) or adult developmental teams programs. The participants will understand learning styles and appropriate feedback through hands on activities. They will learn how to identify and correct common Ultimate errors, and how to lead drills for Ultimate. Page 7

The Competition Development context is designed for coaches of athletes ranging from the Train to Train to the Train to Compete stages of long-term athlete development. Ultimate Canada Competition Development is currently being created. There is no timeline as to when the course will be available at this time, but we can estimate 2017 or 2018. For more information please visit: http://www.coach.ca/competitive-coaches-s15435. For more information on Ultimate specific trainings please visit: https://uc.usetopscore.com/en_ca/ultimate-coaching-programs Page 8

2.3 Workshops and Modules 2.3.1 Sport-specific Training The CAC works with over 65 different National Sport Organizations, including Ultimate Canada, across Canada in the development of sport-specific NCCP training. Currently, there are over 850 workshops available at every level of sport from 3-hour online introductory workshops for beginner coaches, to weekend workshops for intermediate coaches, to intensive two-year training programs for advanced coaches. For more information please visit http://www.coach.ca/sport-specific-training-s16547. Ultimate Canada has two sport-specific training available across the nation: the Community Initiation training, and the Competition Introduction training. For more information on Ultimate specific trainings please visit: https://uc.usetopscore.com/en_ca/ultimate-coaching-programs 2.3.2 Multi-sport Training Many of these modules have been integrated by sports into their own sport-specific workshops while other sports require their coaches to take them separately through our network of Provincial and Territorial Coaching Representatives. All of these multi-sport modules can help you reach higher as a coach, and can also be counted towards Maintenance of Certification. For more information please visit http://www.coach.ca/multi-sport-training-s15501. Ultimate Canada recommends that coaches attend the Making Ethical Decision module, and the Planning a Practice module. Every other multi-sport modules are added value to the professional development of Ultimate coaches. By successfully completing the Make Ethical Decisions workshop you will be fully equipped to handle virtually any ethical situation with confidence and surety. MED is one of the NCCP s cornerstone workshops, and leaves coaches with no doubt as to what to do when the going gets tough. Upon completing the MED module you ll be able to: analyze a challenging situation and determine if it has moral, legal or ethical implications; apply the NCCP Ethical Decision-Making Model to properly respond to each situation in a way that is consistent with the NCCP Code of Ethics. The Planning a Practice module will give you the skills to: organize a well-structured practice plan with safe, age-appropriate activities you ve designed to match the proficiency level of participants; Page 9

identify potential risk factors that could impact the sport and practice activities; create an emergency action plan; identify practice goals and design activities that offer the best training benefits for the athletic skills required in your sport. Page 10

3 EVALUATION AND CERTIFICATION 3.1 Objectives Evaluation in the National Coaching Certification Program (NCCP) is the process used to determine whether coaches meet NCCP coaching standards for certification. This process applies to all coaching contexts in the NCCP. Ultimate Canada doesn t require evaluation for certification in the Community Sport stream. 3.2 Principles of Evaluation in the NCCP Outcomes are the foundation of the NCCP approach to evaluating and certifying coaches. Evaluation in the NCCP reflects the ethical coaching practices promoted in the Canadian sport system. Evaluation in the NCCP reflects the diversity among sports in a given context. Evaluation recognizes and respects individual coaching styles. Evaluation in the NCCP is evidence-based. The evidence in NCCP evaluations consists of observable coaching behaviour that is used to determine whether a coach meets a given criterion. The evidence in NCCP evaluations may come from several sources. Evidence demonstrated during an evaluation may not reflect all of the elements or objectives identified in training activities. Coaches are fully advised of the evidence that will be used to determine whether they meet a given criterion. This helps them achieve certification. Coaches seeking certification are evaluated by NCCP-trained and NCCP-accredited Coach Evaluators. Additional Points Evaluation requirements, procedures, and methods are (1) administratively feasible, (2) professionally acceptable, (3) publicly credible, (4) legally defensible, (5) economically affordable, and (6) reasonably accessible. Evaluation is preceded by NCCP training or relevant experience. NCCP training activities prepare coaches to meet certification standards. 3.3 Outcomes, Criteria, and Evidence Evaluation in the NCCP is based on a systematic approach to determining whether coaches meet NCCP standards. This approach has three key components: Outcomes Criteria Evidence Page 11

OUTCOMES: These are the overall tasks coaches must be able to perform There are seven overall tasks that capture what coaches in the NCCP need to be able to do. These are called NCCP outcomes, and they are: Provide Support to Athletes in Training, Make Ethical Decisions Plan a Practice Analyze Performance Support the Competitive Experience Design a Sport Program Manage a Program The outcomes that apply in a specific coaching situation depend on the coaching context. National Sport Organizations (NSOs) have the flexibility to add unique outcome(s) should the NCCP outcomes not fully capture coaching tasks in their sport. The quantity of outcomes being evaluated contributes to the NCCP minimum standard for evaluation. CRITERIA: These are the components of an outcome that will be evaluated Every outcome is associated with one or more criteria. Criteria depend on the coaching context. For example, in the Community Sport Initiation context, the outcome Provide Support to Athletes in Training has one criterion, but in the Competition Introduction context, it has three criteria. Criteria may be sport-specific. The quantity and quality of criteria associated with a particular outcome contribute to the NCCP minimum standard for evaluation. EXAMPLE Provide Support to Athletes in Training Criteria: Community Sport Initiation context: Lead participants in appropriate activities Competition Introduction context: Implement an appropriately structured and organized practice EVIDENCE: This is what the Coach Evaluator must observe and measure to confirm that the candidate meets the NCCP standard for each criterion All criteria are associated with one or more pieces of evidence. Evidence is what the coach actually does. It is observable and measurable. The more evidence the Coach Evaluator must observe and measure, the more demanding the evaluation will be. Evidence may be sport-specific. The quantity and quality of criteria associated with a particular outcome contribute to the NCCP minimum standard for evaluation. Together with the outcomes and criteria, the evidence is used to determine the NCCP minimum standard for evaluation. EXAMPLE Competition Introduction Criterion and Evidence for the Provide Support to Athletes in Training Outcome Criterion: Implement an appropriately structured and organized practice Evidence: Deliver a practice that matches the goals identified in the practice plan; activities contribute to development of skills, tactics, or athletic abilities; equipment is available and ready to use Page 12

3.4 Evaluating Coaches in the NCCP Evaluating coaches in the NCCP evaluation process involves: Portfolio evaluation Prebrief Formal observation Debrief Action planning Reporting/Administration Build Portfolio + Prebrief & Formal Observation + Debrief and Action Plan = Certified Coach 3.5 Certification Standard Certification standard refers to the degree to which coaches meet a given criterion. An achievement scale is used to determine whether or not a coach meets or exceeds the minimum standards. For example, a five-point achievement scale might be: 5 Highly Effective 4 Advanced 3 NCCP Minimum Standard includes the evidence that describes the minimum standard for what a coach does 2 Foundation 1 Not Sufficient While the achievement scale may differ, all must include the NCCP Minimum Standard. Coaches seeking certification for a given context must be evaluated and must achieve at least NCCP Minimum Standard in all the relevant criteria required for that context in their evaluation. 3.6 NCCP Database (the Locker) The NCCP Database tracks the outcomes and criteria with a (T) for the criteria that have been trained, and with an (E) for the criteria that have been evaluated. The Database does not track evidence. 3.7 Administration and Logistics of Evaluation Candidates will wait approximately four (4) weeks between completion of the Competition - Introduction workshop and evaluation (exception is Making Ethical Decisions module and the rules and Spirit of the Game (SOTG) quizzes). During this time, it is expected that the candidate will be actively coaching a team. The structure for evaluation put forward is based on a Page 13

systematic approach for gathering evidence on coaching abilities. These abilities are tracked by the NCCP Database and substantiate instructor competency. Step Action Evaluation Reference documents 1 The coach submits their portfolio to the P/TSO. N/A 2 Evaluator reviews portfolio. Practice & EAP Evaluation Form Standard of Evidence for Coach Evaluation 3 Evaluator contacts coach to schedule observation or reviews areas that need improvement and directs to training. N/A 4 Formal evaluation or DVD Observation Formal Observation Evaluation Forms Standard of Evidence for Coach Evaluation 5 Evaluator submits completed forms to PT/SO. Coach observation data collection tool Coach observation- outcomes and recommendations Portfolio Building a portfolio allows the coach to compile evidences and to assist an Evaluator in making a decision on a coaches competence. The pre-observation or portfolio evaluation enables the evaluator to determine the readiness of the coach candidate for the formal observation. The following elements must be included in the coach portfolio: Coach Evaluation Registration form Coach self-assessment form Emergency Action Plan (EAP) Practice plan(s) Make Ethical Decisions Online Evaluation Certificate/score Rules of Ultimate and Spirit of the Game Online Evaluation score The portfolio must be submitted to the PT/SO who will deliver it to an evaluator. This can be done electronically or with a hard copy. A registration fee is made payable to the PT/SO and will accompany the portfolio. The coach will be contacted by an evaluator to determine a time for the observation to take place and all of the logistic surrounding the observation: Time Place Page 14

Stage appropriate athletes If the portfolio does not meet minimum standard the coach will be informed of what areas the coach may need to improve. The coach will be recommended to take the training if he/she has not already done so. Prebrief The Evaluator must confirm the logistics of the formal observation date, location, and time. The pre-brief occurs in advance of the formal observation to determine: The coach s objective for the practice/lesson that will be observed Confirmation of the practice/lesson plan The indicators of success the Evaluator will use to measure the standard for certification The prebrief should last between 15 and 30 minutes and is ideally conducted face to face or over the phone. During the prebrief, the Evaluator must: Explain the process of the evaluation (emphasizing the observation) Review the Evaluation Tool; the Outcomes, Criteria, and Evidence; and the Standards for Certification Answer any questions the coach may have Ensure the coach understands the process, Evaluation Tool, and standards It is also hoped that the Evaluator will use the prebrief to develop a positive and supportive relationship with the coach. Here are some questions Evaluators can use to help this happen: What are your goals for the practice/lesson? What is your comfort level with this particular participant/athlete group? What is your plan for reaching your goals? What do you see as the biggest challenge in reaching your goals? What is your plan for introducing your goals? How will you be able to tell if your goals are being achieved? What adjustments have you prepared to ensure you meet your goals? What kinds of adjustments have you made in the past? Formal Observation and Debriefing For the purposes of certification within the NCCP, coach observation and debriefing are based on the following principles and assumptions: The certification process must be consistent with the scope of the curriculum and the minimum standards of coaching competencies set forth for the particular sport context. The coach observation session is critical to the success of the evaluation process. Debriefing provides opportunities to continue to gather evidence and to assist in determining the competency of the coach. Page 15

The debrief of the coach should enable a more holistic judgement of a coach s competency. The debrief must validate the criterion required for evaluation and confirm certification of the coach within a given context. The formal observation is a slice of the overall certification process, which allows the coach to demonstrate required criterion and evidence at that time and within a given coaching context. The formal observation consists of gathering the evidence necessary to make a judgment on the attainment of specific criteria using a variety of tools. The Evaluator should be familiar with the tools, methods, and evidence before the evaluation. The strength and quality of the debriefing relies on evaluator s skill in observing the coach and noting critical information that will assist in passing a judgement on the coach s competency. There are two purposes to the debrief; (1) to continue to gather necessary information to verify specific evidences that may not have been clearly demonstrated during the lesson, and (2) to provide feedback to the candidate about what went well and what areas need improvement. To this end, the debrief should help to shape a more global appreciation of the coach s competencies based on the required outcomes and criterion. Conducting the debrief It is important that the Evaluator be thoroughly prepared for the debrief session and have a good understanding of the criteria that has been evaluated. It is important that the debrief focuses on the criteria and utilize the specific evidences to assist in justifying the attainment of the criterion. By doing this, the Evaluator minimizes the risk criticizing the person, but rather, identifying or clarifying specific behaviours that could improve the instructional environment. In order to maintain the effectiveness of the debrief the following elements are recommended. 1 Opening: The opening stage of the debriefing provides an opportunity to continue data collection about the coach. Opening remarks should use a language that invites the candidate to reflect, to self-assess, and to present more information about his or her knowledge or experience. This type of communication should try to put the candidate at ease and allow him or her to express feelings and frustrations that may have occurred in the certification process. By doing this the Evaluator validates the coach s feelings and thoughts and creates opportunities to build greater trust and confidence in the certification process. Offering opinions too early in the debrief will tend to stifle the coach s expression. Rather the Evaluator should use guiding questions that enable the candidate to reflect on his or her experiences. Finally, it is important that the evaluator uses active listening skills. While it may be tempting to review various evaluation tools during the debrief, the Evaluator should be focused on the candidate and his or her responses to various questions. This communication skill can be developed and all Evaluators should hone this trait. 2 Facilitation: The facilitation phase assists in leading the coach in guided discovery to probe areas for further evidence. To this end, the Evaluator should use the evidences to justify the attainment of a criterion and to form specific questions or to generate scenarios. This will enable the Evaluator to gather more information, and clarify concerns about elements that may have been missed in the evaluation (portfolio or formal observation). For example, if a safety issue did not present itself in the evaluation, the Evaluator may ask the coach what he or she would have done if a safety-related scenario had occurred. Page 16

3 Closing: The closing phase of the debriefing allows the Evaluator to summarize key points and provide feedback. The Evaluator may provide comments on specific evidence or provide suggestions for improvement. Remember that any opinion should focus on the coaching behaviours rather than personal qualities of the coach. The Evaluator should consider what the coach could do in order to become better based on the criteria and evidences. In the cases where the candidate is clearly below the standard, the Evaluator may ask if they understood the expectations of the evaluation as this may identify areas to consider in the action plan. In the case of a DVD evaluation the debrief can be conducted over the phone using the same procedure listed above. 3.7.1 Payment and Honoraria of Evaluations The following schedule outlines the policies regarding the payment of evaluators. Upon registering for the certification process, the coach pays fee to the PT/SO. Payment of the Evaluator should be made through the PT/SO. For the Ultimate Specific training Competition Introduction, evaluation fee has been set at $25/evaluation, and should be distributed as follow: Evaluator: $25/person for the evaluator. 3.7.2 Appeals and Audits of Evaluations Coaching Appeals - A coach may appeal an unsuccessful evaluation. Evaluator Audits Conducted every two years to ensure consistent and quality evaluators. The procedures for appeals and audits are the same. Appeals and audits should be submitted to the PT/SO for review by a technical committee. The Technical Committee will be composed of one evaluator and two certified performance coaches (equal to the old NCCP level three coaches). Documentation for the appeal or audit must include the following. The coach candidate portfolio with the Evaluator s marking template. A video tape of the coach candidate s practice session, and all templates used during the observation by the evaluator. All documentation related to the debriefing procedure and action plan. Upon completing the review, the committee will provide a report outlining critical factors in the certification process that can be improved or required by the coach candidate or evaluator. The technical committee can overrule the decision of an evaluator, but must provide evidence why the decision was made. While it is not necessary, it is highly recommended that all coaching observations are recorded to provide a record of the coach s practice. Videotapes can also be used be the evaluator to review a coach s performance in the observation. The cost of an appeal is the same cost as the original evaluation, payable to the PT/SO. If an appeal is unsuccessful, the coach will need to re-engage in the certification process with a different evaluator and pay the designated fees. If the appeal is successful the fee will be Page 17

reimbursed. The PT/SO must provide the coach with an alternative evaluator. In cases where an alternate evaluator is not available, the PT/SO must cover the costs of an alternate evaluator to evaluate the coach. Costs may include travel, accommodation and meals 3.8 Recognition of Coaching Competence The NCCP is a competency-based program based on coaching abilities, meaning the NCCP is a program that certifies coaches based on proven abilities to DO certain things deemed important to meet the needs of the participants they coach. The NCCP is competency based, and as a result certification is based upon what a coach is able to demonstrate, not the training they may or may not have undergone. Coaches must go through the evaluation process for the context in which they are coaching. Evaluation must include the entire evaluation process for the context in which the coach is being certified (including online multi-sport evaluations). This ensures the coach is able to demonstrate the required competencies for the context, and removes the need for the NSO or other partners to judge the relevance or rigor of the many different international programs that exist. Coaches do not receive credit for training modules that they do not complete, but will be able to achieve certified status upon a successful evaluation. This only applies in contexts where certified status is available to coaches. There is no such thing as equivalency. This respects and recognizes current coaching competence, which includes Canadian coaches with significant coaching experience or related background, and foreign coaches with approved training and certification. Page 18

4 COACH DEVELOPERS Who coaches the coaches? NCCP Coach Developers do! According to the International Council for Coaching Excellence (ICCE), Coach Developers are not simply experienced coaches or transmitters of coaching knowledge they are trained to develop, support, and challenge coaches to go on honing and improving their knowledge and skills in order to provide positive and effective sport experiences for all participants. In short, Coach Developers need to be experts in learning, as well as experts in coaching. NCCP Coach Developers include Master Learning Facilitators, Advanced Learning Facilitators, Learning Facilitators, Master Evaluators, Advanced Evaluators, and Coach Evaluators. The typical pathway for someone who wants to be a Coach Developer involves the following steps: Training: Coach Developer candidates must complete rigorous training, and this training is now being made consistent across Canada. The following training is required by all Coach Developers: Core Training: Provides Coach Developers with the skills to perform their role. Content-specific Training (sport or multi-sport): This includes micro-facilitation which gives Coach Developers an opportunity to practise delivery with their peers. Co-delivery: This is a chance for the new Coach Developer to practise with real coaches alongside an experienced Coach Developer. Once a Coach Developer has all of the above training pieces they are considered TRAINED. Evaluation: Evaluation confirms that the Coach Developer is capable of certain abilities which are deemed important in the training of coaches. Once a Coach Developer has been evaluated they are considered: CERTIFIED. For more information please visit: http://www.coach.ca/coach-developer-training-s16933. Page 19

4.1 Identification and Selection of Coach Developers There are two ways to become a Coach Developer candidate: Master Learning Facilitators (MLFs) or Master Evaluators (MEs), Provincial/Territorial Sport Organizations (P/TSOs), and National Sport Organizations (NSOs) can identify Coach Developer candidates. Individuals can nominate themselves. When establishing a pool of candidates, partners should try to balance the regional training requirements for their sport with the need to have appropriate representation of all regions in Canada. Many candidates are coaches who are already involved in the NCCP or individuals with backgrounds in physical education, kinesiology, or similar areas of study. The competencies of the Coach Developers are clearly indicated in the Evaluation Tools. Individuals who nominate themselves are sent the template for the Letter of Self-nomination and are asked to fill in this letter and submit it to their Provincial/Territorial Sport Organization (P/TSO) or Provincial/Territorial Coaching Representative (P/TCR), along with their resume and NCCP Certification Transcript, if applicable. Page 20

4.2 Learning Facilitator Every NCCP workshop is led by a trained Learning Facilitator (LF) who has undergone a standardized training process. LFs are crucial to the development of skilled, knowledgeable coaches who are then able to develop safer, happier athletes/participants. The goal of an LF is to effectively facilitate sessions that result in the development of coaches who are able to demonstrate their abilities and meet the standards established for certification. An LF should have the appropriate knowledge, skills, and attitudes to facilitate workshops using the competency-based approach. In addition, they serve as contributing members of the community and ambassadors for the NCCP. 4.2.1 How to Become a Learning Facilitator All Learning Facilitators complete the following steps: For more information please visit: http://www.coach.ca/learning-facilitator-p156718. 4.2.2 Selecting Learning Facilitators The success of NCCP training rests to a large degree on the quality of the individuals selected as Learning Facilitators. It is recommended that Learning Facilitators are: Trained or certified in the context they are delivering in; Good communicators: have the ability to speak clearly and communicate professionally; Good presenters: are comfortable presenting in front of a group, are well spoken, are able to keep presentations to time limits, and able to adapt to questions and changes; Good facilitators: are able to facilitate discussions, actively listen, evoke participation, and move discussions along when need be; Good organizers: are well prepared, organized, and professional; Also: approachable, ethical, responsible, and self-confident. Page 21

It is recommended that Learning Facilitators have the following sport-specific experience, background, and abilities: Ultimate-specific knowledge: strong understanding of the basic rules of Ultimate and the basic skills and strategies of the sport. 4.2.3 Core Training Core Training for Learning Facilitators is a mandatory component of training for Learning Facilitators. It is recommended that Core Training is completed prior to coming to Contentspecific Training. Core Training can be accessed through the P/TCR in each province or territory. Ultimate Canada will host Core Training as part of any Learning Facilitators training. 4.2.4 Content-specific Training Content-specific Training is a mandatory component of training for Learning Facilitators. Content-specific Training will include a micro-facilitation component of the content that will be delivered. All Coach Developers must sign the NCCP Coach Developer Code of Conduct during Contentspecific Training. Content-specific Training will also include: Content-specific Training is a 1 day training to prepare Learning Facilitators for the content they will deliver in Community Initiation. Content-specific Training is a 2 days training to prepare Learning Facilitators for the content they will deliver in Competition Introduction. Ultimate Canada is responsible of delivering the content-specific trainings upon request from PTSO and leagues. To complete the Training process for Competition Introduction, Learning Facilitators are also required to complete the following trainings: Attend and complete Making Ethical Decision multi-sport training, as well as the MED online evaluation associated with Competition Introduction Attend and complete Planning a Practice multi-sport training Submit an Ultimate-specific Practice plan Submit an Emergency Action Plan Complete an online Spirit of the Game and Rules test 4.2.5 Co-delivery All Learning Facilitators must co-facilitate a workshop with an experienced Coach Developer prior to facilitating a workshop on their own. Co-facilitation should occur within 6 months of Content-specific Training. Co-facilitation is part of training and therefore the person being trained will not be paid. A Learning Facilitator candidate may be required to co-facilitate a workshop a number of times before facilitating a workshop on their own. If there is an issue with scheduling co-delivery in your region, please contact Ultimate Canada to inquire about exception process. Page 22

4.2.6 Evaluation At this time, Ultimate Canada requires that the Learning Facilitators be Trained. They are not required to be Certified, therefore do not need to go through the evaluation process. It is, however, recommended that Learning Facilitators be evaluated to become certified Learning Facilitators. Should an LF wishes to complete the evaluation, he/she should contact Ultimate Canada to inquire about the certification process and requirements. 4.2.7 Maintenance of Certification All Learning Facilitators are required to attain 20 PD points over 5 years to maintain their certification. However, since Ultimate Canada doesn t currently requires Certification status for Learning Facilitators, LF are required to complete the following to maintain their Trained status: Stay current on updates to the course materials Attend a minimum of 1 of the 2 annual MLF/LF meeting hosted by Ultimate Canada Deliver a minimum of 1 clinic every 2 years If the above requirements aren t achieved by an LF, a co-facilitation process could be put in place to retain the LF status. LF should contact Ultimate Canada if they fall under this circumstance. 4.2.8 Honorarium $15/person when delivering a Community Initiation training. All travel expenses and food needs for the day should also be covered by the PSO. $25/participant, minimum $250/training, when delivering a Competition Introduction training. All travel expenses and food needs for the day should also be covered by the PSO. Page 23

4.3 Master Learning Facilitator The role of the Master Learning Facilitator (MLF) is to train, to evaluate, to support, and to mentor Learning Facilitators (LFs). In addition, MLFs play a key role in promoting the NCCP. MLFs must possess adequate knowledge and expertise in facilitation to assist in training LFs and to lead workshops and professional development experiences for LFs. It is expected that MLFs will have more responsibility in a supportive role with LFs during workshops and in LF development. MLFs should be willing and able to lend support to LFs, program administrators, and delivery host agencies. 4.3.1 How to Become a Master Learning Facilitator All Master Learning Facilitators complete the following steps and have achieved Certified status as Learning Facilitators: For more information please visit: http://www.coach.ca/master-learning-facilitator-p156720. 4.3.2 Selecting Master Learning Facilitators Ultimate Canada is responsible for the training of LFs selects its own MLFs. The criteria for the selection of MLFs vary from governing body to governing body. While the specifics may vary, MLFs usually: Have five years of experience as an LF; Are Certified as an LF to an advanced standard; Have successfully completed the Make Ethical Decisions online evaluation; Are trained or educated in an area related to coaching or coach education; Have experience in coaching or a specific sport. Page 24

The number and duties of MLFs vary greatly from one governing body to the next. Again, while the specifics may vary, the duties of an MLF usually include: Helping with selection of the LFs Training of the LFs Evaluation of the LFs Mentoring of the LFs It is recommended that Master Learning Facilitators have the following sport-specific experience, background, and abilities: Have experience in coaching Ultimate or knowledgeable about the sport 4.3.3 Core Training Core Training for Master Learning Facilitators is a mandatory component of training for Master Learning Facilitators. It is highly recommended that Master Learning Facilitators also take Core Training for Learning Facilitators and Core Training for Coach Evaluators. It is recommended that all Core Training is completed prior to coming to Content-specific Training. Core Training can be accessed through the P/TCR in each province or territory. 4.3.4 Content-specific Training Content-specific Training is a mandatory component of training for Master Learning Facilitators. Content-specific Training will include a micro-facilitation component of the content that will be delivered. All Coach Developers must sign the NCCP Coach Developer Code of Conduct during Contentspecific Training. Content-specific Training will also include: Content-specific Training is a 1 day training to prepare Master Learning Facilitators for the content they will deliver in Community Initiation. Content-specific Training is a 2 days training to prepare Master Learning Facilitators for the content they will deliver in Competition Introduction. Ultimate Canada is responsible of delivering the content-specific trainings upon request from PTSO and leagues. 4.3.5 Co-delivery All Master Learning Facilitators must co-facilitate LF training with an experienced Coach Developer prior to facilitating training on their own. Co-facilitation should occur within 6 months of Content-specific Training. Co-facilitation is part of training and therefore the person being trained will not be paid. A Master Learning Facilitator candidate may be required to co-facilitate training a number of times before facilitating training on their own. If there is an issue with scheduling co-delivery in your region, please contact Ultimate Canada to inquire about exception process. Page 25

4.3.6 Evaluation At this time, Ultimate Canada requires that the Master Learning Facilitators be Trained. They are not required to be Certified, therefore do not need to go through the evaluation process. It is, however, recommended that Master Learning Facilitators be evaluated to become certified Master Learning Facilitators. Should an MLF wishes to complete the evaluation, he/she should contact Ultimate Canada to inquire about the certification process and requirements. 4.3.7 Maintenance of Certification All Master Learning Facilitators are required to attain 20 PD points over 5 years to maintain their certification. However, since Ultimate Canada doesn t currently requires Certification status for Master Learning Facilitators, MLF are required to complete the following to maintain their Trained status: Stay current on updates to the course materials Attend a minimum of 1 of the 2 annual MLF/LF meeting hosted by Ultimate Canada Deliver a minimum of 1 clinic every 2 years If the above window isn t achieved by an MLF, a co-facilitation process could be put in place to retain the MLF status. MLF should contact Ultimate Canada if they fall under this circumstance. 4.3.8 Honorarium MLF delivering Ultimate trainings are acting as LF in such role, so should receive the same honorarium as set for LF. $15/person when delivering a Community Initiation training. All travel expenses and food needs for the day should also be covered by the PSO. $25/participant, minimum $250/training, when delivering a Competition Introduction training. All travel expenses and food needs for the day should also be covered by the PSO. Page 26

4.4 Coach Evaluator A Coach Evaluator s role is to contribute to the development of coaches after they have acquired their NCCP training. This includes assessment, evaluation, debriefing, and follow-up with coaches trying to achieve Certified status. Coach Evaluators are experts in the observation process and have in-depth knowledge of the outcomes, criteria, and evidence that comprise the evaluation tools that establish NCCP standards for coaches of a particular sport context. Coach Evaluators act as ambassadors of the NCCP and as a resource to coaches seeking to augment and validate their coaching abilities. LFs trained for the Ultimate Canada Competition Introduction course will also be trained as evaluators. 4.4.1 How to Become a Coach Evaluator All Coach Evaluators complete the following steps: For more information please visit: http://www.coach.ca/coach-evaluator-p156721. Page 27

4.5 Ultimate Canada Competition Introduction Plan for Coach Developers MASTER LEARNING FACILITATORS FOR ULTIMATE CANADA The initial Master Learning Facilitator (MLF) for the program will be Danny Saunders who is a MLF under the community-introduction stream. Training for the initial Learning Facilitators (LFs) in sport-specific elements will be supported by the Ultimate Canada Programs Manager, Christiane Marceau. Ultimate Canada will seek to train 1-3 additional Master Learning Facilitators for the program through Coaching Association of Canada approved trainers by the end of 2015. LEARNING FACILITATORS For the initial round of Learning Facilitators (LF) training Ultimate Canada (UC) will aim to have at least 1 representative from each of the 6 Ultimate Canada regions represented (B.C., Alberta, Prairies, Ontario, Quebec, Atlantic) with at least one LF who is able to present in French. Ultimate Canada will work with PTSOs in each region to identify LFs. Should there be additional interest in attending, then spots will be allocated on the following basis until capacity is reached: (1) 1 initial spot per UC region (2) Multi-province/territory regions where multiple PTSOs are interested in having a LF representatives. Each PTSO will be offered a spot in such a case should there be room. (3) LFs that plan to teach in French for regions that already have an English LF. Each region may receive 1 additional French speaking LF should there be a demonstrated need in the region. (4) Size of region. Regions may be given additional space in the course. Priority will be given to the largest regions as determined by UC membership. While efforts will be made to accommodate all qualified and interested LFs, financial and clinic size constraints may prevent this. Currently, Ultimate Canada has already trained 8 individuals with 11 additional individuals scheduled for training in April 2014. All 10 provinces will have an initial LF and evaluator. EVALUATORS Initial LFs trained for the course will also be trained as evaluators. MAINTENANCE OF CERTIFICATION MLFs, LFs and evaluators will be expected to stay up to date in order to maintain their certification in a given coaching stream. In order to maintain they are expected to: 1. Stay current on updates to the competition-introduction materials; and 2. Teach at least one training session every 2 years. Evaluators must evaluate at least one coach every 2 years; and 3. Further their professional development by meeting the Coaching Association of Canada s professional development requirements. Page 28

Additionally, a conference call for MLFs, LFs and evaluators will be held twice a year to ensure that they stay up to date with materials. MLF/LF AND EVALUATOR EVALUATIONS Certified MLFs/LFs and evaluators will be evaluated based on evaluation forms provided as part of clinics. Clinic participants will also be given an opportunity to provide evaluations online through the Ultimate Canada website. This information will be periodically reviewed by Ultimate Canada and feedback will be discussed with MLFs, LFs and evaluators. Ultimate Canada will adhere to Coaching Association of Canada LF and Evaluator guidelines and will include the CAC s requirements as part of its evaluation process. Page 29

5 BUSINESS MODEL 5.1 Communication 5.1.1 Inclusivity, Accessibility, and Official Languages All components of the NCCP should be accessible to and inclusive of: any gender, visible minorities, the aboriginal community, and of persons with a disability. The language and content should be appropriate for the varied target groups. In addition, all materials for each context must be launched simultaneously in both official languages, following final approval. 5.1.2 Copyright The CAC must hold co-copyright with Ultimate Canada on all materials produced by the NSO with CAC financial support. The principles of this agreement are as follows: Ultimate Canada must ensure to provide all copyright warnings for the user; Ultimate Canada must include and use the approved NCCP recognition guidelines. The CAC will provide the NSO with the materials in electronic format (or camera-ready artwork) in both official languages, for incorporation into Ultimate Canada final materials; World co-copyright is held jointly by Ultimate Canada and the CAC with a corresponding credit line to Ultimate Canada; Ultimate Canada may distribute and sell non-integrated materials as it sees fit and will retain 100% of any income it receives from its own sale of materials. The sale of integrated materials will be governed by stipulations in the memorandum of agreement signed by the CAC and Ultimate Canada; The CAC may, at its discretion, use the materials in composite products related to coach education. 5.1.3 Identification and Credit All NCCP materials produced require the following: Use of the coach.ca and NCCP logos on the title page or screen of all NCCP materials; Proper credit given to the Government of Canada; Clear acknowledgment of Ultimate Canada and CAC co-copyright for materials developed with CAC financial support, and sole NSO copyright for materials developed without CAC financial support; Use of the phrase Printed in Canada on all printed materials; Materials from other sources be properly credited; Version number and production date. The following statement must appear in the credits: The National Coaching Certification Program is a collaborative program of the Government of Canada, the provincial/territorial governments, the national/provincial/territorial sport organizations, and the Coaching Association of Canada. Please contact your Coaching Consultant to access a template that includes these statements. The following statement must appear in the Coach Resources (workbooks): Page 30

5.2 Responsibilities and Planning 5.2.1 Ultimate Canada (NSO) Develop and update the Ultimate Canada coach programs and materials Provide information to P/TSOs regarding the coaching programs Train and monitor MLFs and LFs Work with the Coaching Association of Canada (CAC) Recruit sponsors for program 5.2.2 Provincial/Territorial Sport Organizations (P/TSOs) Identify MLF and LF candidates Promote the coaching programs within their jurisdiction Work with their provincial/territorial coaching association to access grants and promote the programs Coordinate and administer the coaching programs in their jurisdiction Schedule coaching clinics in consultation with MLFs/LFs Collect fees for the coaching programs and pay for its expenses Print workbook and reference materials for the clinic in consultation with MLFs/LFs, or cover the printing expenses if MLF/LF decides to print the documents on own Order participant material 2 weeks prior to clinic Work with stakeholders, including local leagues, clubs and schools, to offer clinics 5.2.3 Local Sport Organizations (LSOs) Identify local coaches and potential coaches Organize clinics based on interest in conjunction with P/TSO when applicable Promote clinics Provide feedback to P/TSO regarding past and future clinics 5.2.4 MLFs/LFs Operate coaching clinics. Minimum of 1 clinic/2 years with a preference to run 3+/year Complete a CRF Form for every clinic and submit the information to Ultimate Canada within 1 month by email or recording the training in The Locker Report back to the P/TSO and Ultimate Canada based on feedback from clinics Take at least one 4-hour course related to coaching every 3 years Attend Ultimate Canada MLF/LF conference calls MLF-only, supervise LFs Page 32

5.2.5 Logistics Community Initiation Clinic size: minimum of 10, maximum of 20. This may be adjusted based on the preferences of the MLF/LF running the course Clinic is scheduled to take 9 hours and can be completed in this time with breaks and a short lunch included Facilities needed: 1. (1) Classroom with a DVD player. MLFs/LFs may also require a power point projector or other a/v requirements 2. (2) Gym or field. Must be available for at least 3 hours Materials P/TSO to provide: 1. (1) Printed course material. This includes the coach workbook, reference material, and toolbox resources Materials NSO to provide: 1. (1) Discs for practical part of course 2. (2) UltiPads for practical part of course MLF/LF should complete and provide an order form for the coaching material at least 2 weeks prior to the clinic. MFL/LF should complete a CRF Form with participant information, and training should be recorded in The Locker within a month following the clinic. Clinic participants will receive the trained designation after taking the course, along with course materials. Clinic target audience: The clinic is designed to give coaches basic knowledge of Ultimate so that they are comfortable coaching at the community level. This course is suitable for: 1. Elementary school coaches 2. Middle school coaches 3. Beginner and recreational high school coaches 4. Parent coaches new to the sport Coach Pathway Information: https://canadianultimate.com/coaching LTAD stages. The main LTAD stages that this program is designed for are: 1. Learn to Train 2. Train to Train More information on LTAD is available at: http://www.canadiansportforlife.ca/ and https://uc.usetopscore.com/en_ca/long-term-athlete-development-ltad for the Ultimate specific LTAD Page 33

Competition Introduction Clinic size: minimum of 8, maximum of 20. This may be adjusted based on the preferences of the MLF/LF running the course Clinic is scheduled to take 14 hours over 2 days, and can be completed in this time with short breaks and short lunches included (1 hour lunch and two 15 minute breaks (one in the morning and one in the afternoon) This course is designed so that 75% of the course should be in a gym: 1. Day 1 am classroom (3 hours) 2. Day 1 pm gym (4 hours) 3. Day 2 - all day gym with access to tables and chairs (8 hours) Facilities needed: 1. (1) Classroom or gym with tables and chairs. Optional at LF s preference: projector and computer, WIFI access. 2. (2) Gym or field. Must be available as per schedule previously listed. Materials P/TSO to provide: 1. (1) Printed course material. Materials NSO to provide: 1. (1) Discs for practical part of course 2. (2) UltiPads for practical part of course MLF/LF should complete and provide an order form for the coaching material at least 2 weeks prior to the clinic. MFL/LF should complete a CRF Form with participant information, and training should be recorded in The Locker within a month following the clinic. Clinic target audience: The clinic is designed to give coaches better understanding of the athlete s learning process so that they become comfortable running an Ultimate competitive program. This course is suitable for: 1. High school competitive programs 2. Competitive junior programs 3. Developmental adult teams programs Coach Pathway Information: https://canadianultimate.com/coaching LTAD stages. The main LTAD stages that this program is designed for are: 1. Train to Play 2. Train to Compete More information on LTAD is available at: http://www.canadiansportforlife.ca/ and https://uc.usetopscore.com/en_ca/long-term-athlete-development-ltad for the Ultimate specific LTAD Page 34

5.2.6 The Locker (the NCCP Database) Ultimate Canada s Programs Manager, Christiane Marceau, has access to report trainings in the Locker. Learning Facilitators are required to submit their CRF Form for every clinic to Ultimate Canada within 1 month. Trainings will be recorded in The Locker by Ultimate Canada. 5.2.7 Succession Planning Should MLFs, LFs or evaluators retire or have their certification lapse, Ultimate Canada will work with P/TSOs to identify whether a replacement MLF, LF or evaluator is required based on clinic needs. Ultimate Canada will consider having additional training sessions available for MLF training should a sufficient need be identified. Page 35

5.3 Fee Structure, Payment, and Honorarium Community Initiation Estimate fee for course: $80/person Required Fees for Course: $80/person Ultimate Canada: $20/person. Includes CAC partner fees ($5), NSO administration ($5) and NSO coach resource development ($10). LF: $15/person Clinic logistics: $35/person. Includes: Facility rental ($20), and Printing Materials ($15) PTSO: $10/person administration. LF travel and accommodation (when required) Competition Introduction Estimated fee for course: $125/person Required Fees for Course: $75/person Ultimate Canada: $20/person. Includes CAC partner fees ($5), NSO administration ($5) and NSO coach resource development ($10). LF: $25/participant, minimum $250/training. *Note: LFs and PTSOs may agree on a flat rate. Printing materials: $20/person. PTSO: $10/person administration. Variable Fees for Course: $0-100/person Facilities. The cost of facilities is variable. Estimated average cost is $50/person. LF travel and accommodation (when required) Page 36

5.4 Maintenance of Certification and Professional Development The Coaching Association of Canada and its partners recognize the value of having certified NCCP coaches that are engaged in Professional Development programs which reinforce the values of lifelong learning and sharing amongst the coaching community. In order for NCCP coaches to maintain their certified status, they will be required to obtain Professional Development (PD) points. PD points can be earned through a multitude of activities that coaches already participate in, including: national and provincial sport organization conferences and workshops, elearning modules, NCCP workshops, coach mentorship programs, and active coaching. In most cases coaches are already earning their required PD points Maintenance of Certification Status is simply the introduction of tracking these points and recognizing coaches for their efforts. Maintenance of certification is essential to: Ensuring coaches stay current with new coaching practices and knowledge; Maintaining the integrity of the NCCP; Maintaining consistency with the standards of other professions; Reinforcing the values of lifelong learning and continuous improvement. Certification within the NCCP shall be valid for a maximum period. Maintenance of certification must be based on active coaching and professional development. Minimum Professional Development credits required if the period for renewal of certification is: Context (includes any gradation) 5 years 4 years 3 years 2 years 1 year Competition Introduction 20 points 16 points 12 points 8 points 4 points Competition Development 30 points 24 points 18 points 12 points 6 points Professional development opportunities and points allocated are as follows: Active Category Points Limitations Active Coaching 1 point/year for every season coached OR 1 point/year for learning Facilitator or Evaluator activity To a maximum number of points equal to the number of years of the certification renewal period, e.g. 3 points, if certification period is 3 years Sport Specific NCCP Activity 5 points/training module or evaluation event Non-NCCP Activity 1 point/hour of activity up to 3 hours maximum Coach self-directed activity 3 points for the valid certification period No maximum or minimum No minimum or maximum Maximum of 3 points for certification renewal period Re-evaluation in context 100% of the points required for PD credit in the context No other PD is required if coach chooses re-evaluation Page 37

Multi-sport NCCP activity 5 points/training module or evaluation event Non-NCCP activity 1 point/ hour of activity up to 3 points maximum No maximum or minimum To a maximum of 50% of the required PD credit for the context in a certification renewal period For more information please visit: http://www.coach.ca/maintenance-of-certification-s16745. Page 38

5.5 Quality Control 5.5.1 Program Monitoring and Evaluation The program and its impact will be assessed on a yearly basis with a major review every two years. Feedback from MLFs, LFs, evaluators, and P/TSOs will be taken into account in reviewing the program along with statistics from evaluation forms. This will include a review of the evaluation process. 5.5.2 Revision and Update Cycle Materials will be updated in the first 2 years based on the feedback from participants, facilitators and evaluators. A major review of the materials will take place every 5 years. 5.6 Minimum Age Restrictions Ultimate Canada NCCP training are available to anyone of the age of 16 and older. Page 39

6 TOOLS 6.1 NCCP Code of Ethics Page 40

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6.2 NCCP Coach Developer Code of Conduct It is expected that every Coach Developer will read, understand, and sign this Code of Conduct. Preamble In my role as a Coach Developer in the National Coaching Certification Program (NCCP) for Ultimate Canada, I, (Name and NCCP#), expressly agree to conduct myself in a manner consistent with this Code of Conduct. I understand that my failure to abide by this Code of Conduct can result in sanctions being imposed, including the revocation of my Coach Developer certification status. Code of Conduct I shall: Participate in all required training and evaluation components of the Coach Developer pathway. Support the common goals and objectives of Ultimate Canada as it services the membership at large. Avoid discrediting specific sponsors, suppliers, employers, or other partners. Support key personnel and systems of the NCCP and partner organizations (Coaching Association of Canada, Sport Canada, Provincial/Territorial Delivery Agencies, and National Sport Organizations). Demonstrate ethical behaviour at all times and commit to the NCCP Code of Ethics. Attend all professional development required for my growth as a Coach Developer and continuously seek to improve my personal abilities and performance. Exhibit exemplary professional behaviour at workshops or evaluation sites. Approach technical and non-technical problems and issues in a professional and respectful manner, seeking solutions that support due process. Place the best interest of those taking part in the workshops/evaluation events ahead of my personal interests. Refrain from all forms of harassment: physical, emotional, mental, or sexual. For the purposes of this Code of Conduct, sexual harassment includes any of the following: Using power or authority in an attempt to coerce another person to engage in or tolerate sexual activity. Such uses of power include explicit or implicit threats of reprisals for non-compliance or promises of reward for compliance. Engaging in deliberate or repeated unsolicited sexually oriented comments, anecdotes, gestures, or touching that are offensive and unwelcome or create an offensive, hostile, or intimidating environment and can reasonably be expected to be harmful to the recipient or teammates. Page 42

Responsibility If there is disagreement or misalignment on issues, it is the responsibility of the Coach Developer to seek alignment with the objectives, goals, and directives of Ultimate Canada. Please be advised that the Board of Directors of Ultimate Canada will take the necessary disciplinary action should any material breach of the Code of Conduct occur. I hereby declare that I have read the above and understand and accept the terms and conditions outlined. Name (please print) Signature Date Page 43

6.3 Template for Coach Developer Self-Nomination Letter Date Location Name NCCP# Dear, (P/TSO) Please be advised of my interest in becoming a Coach Developer, in the following role Learning Facilitator Advanced Learning Facilitator Master Learning Facilitator Coach Evaluator Advanced Evaluator Master Evaluator for the following contexts and/or workshops Community Initiation Competition Introduction With this letter, I have enclosed an application form that demonstrates my experience in and commitments to sport and particularly to Ultimate. I am ready to begin the Coach Developer training and evaluation process in the hope of receiving my Coach Developer certification. I would be pleased if you would forward my name as a Coach Developer candidate. Please contact me if you require further information or have any questions about my application. Signed Dated Email address Primary phone number Encl.: Résumé Letter(s) of Support Page 44

6.4 Template for Coach Developer Application Form Date Location Name NCCP# Sport Languages Application Checklist: Cover letter Completed Coach Developer Application Form Completed Letter/Preliminary Coach Developer Worksheet Completed Make Ethical Decisions online evaluation Résumé of your coaching experience, education and achievements Names and phone numbers for 2 references Declaration I hereby certify that the information I have provided with this application is true and complete. Signed Dated Email address Primary phone number Page 45

6.5 Template for Coach Developer Letter/Preliminary Worksheet Date Name NCCP# Dear Coach Developer Candidate, We are delighted that you expressed an interest in becoming a Coach Developer. The purpose of the Coach Developer Preliminary Worksheet included in this letter is twofold: 1. To learn more about you 2. To give you an opportunity to learn more about the NCCP Please submit the answers to the questions below with the rest of the documents when you submit your application package. 1. Describe what you perceive to be the role of a Coach Developer. 2. Describe the skills, abilities, and characteristics of an effective Coach Developer. 3. What experience do you have working in adult education? 4. What strengths do you bring to the position of Coach Developer? 5. What skills and abilities do you think you need to develop to become an effective Coach Developer? 6. In your own words, describe the structure of the NCCP. 7. What are the five core competencies outlined in the NCCP? 8. In your own words, what is the role of the Coach Developer in developing these competencies? 9. Define: Outcome: Criteria: Evidence: 10. In your own words, outline the purpose of Coach Developer training. Page 46

6.6 Template for Feedback Form It is important to get feedback from participants to help Ultimate Canada improve the training it provides for its coaches. Course Facilitator: Date: Community - Initiation Workshop Competition - Introduction Workshop 1. Overall Impression 1 ---------- 2 ---------- 3 ---------- 4 ---------- 5 poor good excellent If below 4 please explain 2. Course Location 1 ---------- 2 ---------- 3 ---------- 4 ---------- 5 poor good excellent If below 4 please explain 3. Applicable/useful course content 1 ---------- 2 ---------- 3 ---------- 4 ---------- 5 poor good excellent If below 4 please explain and specify which modules you feel require improvement 4. The Facilitator presented the information effectively 1 ---------- 2 ---------- 3 ---------- 4 ---------- 5 poor good excellent If below 4 please explain 5. Would you encourage others to attend a similar clinic? YES NO If NO please elaborate Other Helpful Comments: Page 47

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