FUNDAMENTALS COACH – EVALUATION GUIDE

Each coaching outcome included in the Fundamentals Coach evaluation has criteria associated
with it, as well as evidences. This section contains one table for each outcome. The tables list
the criteria and evidences, which are defined as “the observable behaviour that a coach must
display—for each outcome and its associated criteria.”
The word “appropriate” is used several times in the generic criteria or evidence in the Outcomes,
Criteria, and Evidence Tables. Where possible, we have provided a definition and/or examples
detailing exactly what “appropriate” would look like for a coach at the Fundamentals Coach
certified level.

Sample:

Outcome: Broad area of expectation for a coach

TRAINED – details about where the coaches is trained to meet this standard
EVALUATED – details about where/how the evaluation of this standard will be done

NOTE: Any additional information relating to this outcome/criteria

Criteria: the more specific expectation is defined here

Achievement Evidence

Highly  Specific evidence for a coach who would be used to model exemplary competency in this
Effective criteria

Above  Specific evidence for a coach who clearly exceed the required minimum standard of
Standard competency in this criteria

NCCP
Standard for
Core  Specific evidence for a coach who meets the required minimum standard of competency in
Certification this criteria

Below  Specific evidences that would not allow a coach to receive a ‘pass’ evaluation on this criteria
Standard

© 2010 Coaching Association of Canada & Swimming Canada Page 1

Outcome: Make Ethical Decisions
TRAINED at a multi-sport Make Ethical Decisions course, or through ‘at-home’ or online training
offered by your Provincial Multi-Sport organization.
EVALUATED using the online Make Ethical Decisions evaluation tool found at the website:
http://www.coach.ca/elearning-s13846&language=en
NOTE: Swimming Canada coaching education pathways require the Competition-Introduction
version of the Make Ethical Decisions online evaluation for certification at Fundamentals Coach.
Once successfully completed, this evaluation will also be recognized for coaches pursuing
certification at Skills Coach.

Criteria: Apply a six-step ethical decision making process

Achievement Evidence
Highly  Score 100% for the Make Ethical Decisions online evaluation Competition - Introduction
Effective context

Above  Score 90% or above for the Make Ethical Decisions online evaluation for Competition -
Standard Introduction context

 Complete Make Ethical Decisions online evaluation for Competition – Introduction context
with a passing score (75%) using the following steps:
NCCP
Standard for o Establish the facts of the situation
Core o Determine whether an issue is legal or ethical
Certification o Identify potential decisions and possible consequences for the situation
o Identify pros and cons of each decisions
o Select the best decision option
o Design an action plan and a plan to manage the consequences

 Do not complete the Make Ethical Decisions online evaluation for Competition - Introduction
Below context
Standard  Score below the pass standard for the Make Ethical Decisions online evaluation for
Competition - Introduction context

© 2010 Coaching Association of Canada & Swimming Canada Page 2

Outcome: Provide Support to Athletes in Training
TRAINED Swimming 101

EVALUATED Fundamentals Coach Portfolio & Assessment

Criteria: Lead swimmers in appropriate activities

Achievement Evidence
 Present an Emergency Action Plan with all six critical elements
o Locations of telephones (cell and land lines)
o Emergency telephone numbers
o Location of medical profile for each swimmer under the coach’s care
o Location of fully-stocked first-aid kit
o Identified person to make emergency call (“call person”) and manage emergency
situations at facility (“control person”)
Above o Directions to reach the activity site
Standard
Meet “Standard for Core Certification” and
 Adapt equipment and environment factors to promote safety
 Ensure key learning points are appropriate for the swimmer as identified by the swimming
swimmer development model
 Use strategies to promote swimmer self-esteem
 Provide evidence of maximized active engagement time for the swimmer, e.g., descriptions
of strategies that a coach uses to enable swimmers to be active for as much time as
possible versus standing around while listening to instructions or doing nothing
 Present an Emergency Action Plan (EAP) with five of the six following critical elements.
o Locations of telephones (cell and land lines)
o Emergency telephone numbers
o Location of medical profile for each swimmer under the coach’s care
o Location of fully-stocked first-aid kit
NCCP o Identified person to make emergency call (“call person”) and manage emergency
Standard for situations at facility (“control person”)
Core o Directions to reach the activity site
Certification  Perform a pre-practice safety scan of the pool and deck area with a reference checklist
 Take steps to minimize risk before and throughout the practice, e.g., ensure necessary
equipment is in pace and in safe working order (eg. Blocks, lane lines, backstroke flags)
 Create opportunities to interact with all swimmers
 Provide demonstrations so all swimmers can to see and hear
 Use 1-3 key learning points that are appropriate for the swimmer
 Reinforce in a constructive way the swimmers’ efforts and performance
 Create an enjoyable learning environment for swimmers and coach
 Do not present an Emergency Action Plan
Below  Act negatively and demeans swimmers, e.g., uses foul language, calls children names,
Standard pressures children to perform using threats
 Do not survey practice environment prior to practice

© 2010 Coaching Association of Canada & Swimming Canada Page 3

Outcome: Plan a Practice
TRAINED Swimming 101

EVALUATED Fundamentals Coach Portfolio & Assessment

Criteria: Plan activities in a safe practice environment

Achievement Evidence
 Design an Emergency Action Plan (EAP) that provides:
o Location of telephones (cell and land lines)
o Emergency telephone numbers
o Location of medical profiles for each swimmer under the coach’s care
o Location of a fully stocked first-aid kit
Above o Identified person to make emergency call (“call person”) and manage emergency
Standard situations at facility (“control person”)
o Directions to the activity site
Meet “Standard for Core Certification” and
o Coach makes use of the available time, space and equipment to promote a high degree
of active engagement time
o Use of safe, innovative practice activities to promote individualized learning and mastery

 Identify swimmers’ needs in relation to age, abilities and performance levels (e.g. reflect on
your SNC ADM and LTAD)
 Match activities to the skill level of swimmers. (e.g. create an assessment using your KPF’s)
 Match activities to the appropriate segment of the practice (intro, warm-up, main part, cool-
down and a conclusion/reflection)
NCCP  Modify practice activities to address basic scenarios (i.e. Double booked facility, swimmers
Standard for with different skill levels etc.) that could occur in your group. (e.g. create an alternate activity
Core plan for land)
Certification  Design an Emergency Action Plan (EAP) that provides:
o Location of telephones (cell and land lines)
o Emergency telephone numbers
o Location of medical profiles for each swimmer under the coach’s care
o Location of a fully stocked first-aid kit
o Identified person to make emergency call (“call person”) and manage emergency
situations at facility (“control person”)
o Directions to the activity site
 Do not design an Emergency Action Plan
Below  Do not modify practice when to address provided scenario
Standard  Do not match activities to the skill level of swimmers or to the appropriate segment of the
practice

© 2010 Coaching Association of Canada & Swimming Canada Page 4

Outcome: Support the Competitive Experience
TRAINED Swimming 101

EVALUATED Fundamentals Coach Portfolio & Assessment

Criteria: Model exemplary behaviour at practice and during competition

Achievement Evidence
Meet “Standard for Core Certification” and
Above  Identify logistics for an in-house competition activity, e.g., coordinate plans for a club in-house
Standard competition.
 Identify common community coach tasks, e.g., submission of task list, creation of handbook for
next season’s coach, etc.
 Identify tasks involved in organizing logistics for a competition**

NCCP  Demonstrate behaviours that are consistent with the NCCP Code of Ethics. (e.g. swimmers
and stakeholders see you as being fair)
Standard for
 Ensure that swimmers are enjoying the practice / competition environment
Core
 Implement the fundamental rules and appropriate modifications (e.g. adjust to the situation and
Certification the swimmers in your care)
 Behave respectfully toward swimmers, parents, officials, and other stakeholders. (note: you
are the role model for these swimmers)
 Model behaviour that is not consistent with the NCCP Code of Ethics
Below
 Focus is only on winning
Standard
 Do not foster enjoyment and learning in the swimmers

*”Competition” in this context includes those activities which are organized into competitive
events AND/OR activities that provide children with the opportunity to compare their
performance against their personal prior attempts.
**This is only appropriate for those sports with a culture of organized community and/or
recreational competition

© 2010 Coaching Association of Canada & Swimming Canada Page 5

Outcome: Analyze Performance
TRAINED Swimming 101

EVALUATED Fundamentals Coach Portfolio & Assessment

Criteria: Detect and correct basic skill errors

Achievement Evidence
Meet “Standard for Core Certification” and
 Demonstrate knowledge of skill progressions using own or sport technical models (ie. KPF
Above documents)
Standard  Identify potential cause of skill errors as is appropriate to the developmental level of the
swimmer
 Use individualized approach to address swimmer skill corrections
 Use skill development/progression to scan basic movement phases (e.g. your skills KPF
documents are excellent checklist for swimming)
NCCP  Identify basic movement phases of appropriate skills. (e.g. create simple movement patterns
for the swimmers to learn from)
Standard for
 Observe skills from optimal vantage point(s) as defined by the swimming environments. (e.g.
Core you may watch from side, front, above or even below the H2O)
Certification  Ensure that corrections are consistent with the skill development/progression checklist.
 Identify common corrections to basic skills.
 Ask swimmer’s consent for physical contact when assisting in correcting a skill error. (e.g. if
you need to use hands on teaching, ask permission and be in clear sight of the guardian in
the bleachers)
 Scan lesson environment infrequently and pays little attention to skill execution
Below
Standard  Identify common errors, but do not prescribe an appropriate correction that improves
performance

© 2010 Coaching Association of Canada & Swimming Canada Page 6

Outcome: Design a Sport Program
TRAINED Swimming 101

EVALUATED Fundamentals Coach Portfolio & Assessment

Criteria: Design a multi-week program plan

Achievement Evidence
Meet “Standard for Core Certification” and
Above  Identify key athletic abilities and appropriate growth and development factors required for long
Standard term success in swimming and active living
 Present a series of lesson plans that demonstrate the progression of skill development
On a calendar representing a multi-week program plan:
 Identify how the program structure is appropriate for the skill and development level of the
swimmers. (e.g. butterfly is best planned for short distances in the early season and then
NCCP developed over time)
Standard for  Identify and prioritize goals and objectives of the program at appropriate levels for the
Core age/stage of the swimmers in your group. (e.g. this month we want to achieve the best U/W
Certification skills in the region)
 Identify a swimming calendar of events (practice/competitions/social/etc.) (e.g, include the
monthly pizza party and time trial in the plan)
 Identify an appropriate progression of skill development for subsequent lessons or practices
as defined by KPF models (e.g., sequence of skills teaching backstroke may be body position,
followed by leg action and then arm action prior to breathing and timing)

 Do not provide a calendar that outlines the program structure

Below  Do not identify goals or events on the calendar
Standard
 Do not identify the progression of skill development for subsequent lessons

© 2010 Coaching Association of Canada & Swimming Canada Page 7

Outcome: Manage a Sport Program
TRAINED Swimming 101

EVALUATED Fundamentals Coach Portfolio & Assessment

Criteria: Communicate program philosophy and logistical factors

Achievement Evidence
Meet “Standard for Core Certification” and
Above  Outline the financial demands for swimmers (equipment/clothing/travel)
Standard  Create and organize community sport events
 Provide swimmer or designated stakeholder with a progress report
 Present a communication tool that outlines information about the program (i.e. newsletters,
NCCP letters, flyers etc.)
Standard for  Remember to protect swimmer information is protected when distributing information;
i.e., When sending mass email communications, be sure to respect the confidentiality of
Core contact information; Ask permission before sharing contact information
Certification Information to be shared includes program schedules (practice and competition
schedules), swimmer expectations, program news updates etc.
 Identify and define behaviour expectations for swimmers, parents and coaches to ensure
principles of fair play (eg. pre-season meeting or letter).
 Do not use communicate program information to swimmers and other stakeholders
Below
 Do not protect privacy of swimmer information
Standard
 Do not identify and define behaviour expectations for swimmers and other stakeholders

© 2010 Coaching Association of Canada & Swimming Canada Page 8