ࡱ> ` 9`bjbjss 49X(77778(SfT9j9j9j9j9j9j9j9ҸԸԸԸԸԸԸ$h!W:j9j9W:W:j9j9 {>{>{>W:jj9j9Ҹ{>W:Ҹ{>{>b6$^j9H9 0j5B7=^ZVֶ#0S˽>F˽^^˽rdj9"9{>99j9j9j9e>j9j9j9SW:W:W:W:((($'L,D (((L,((( Coach Development Framework: NSO Programme Development Guidelines The following notes are designed to help National Sport Organisations (NSOs) to review their current programmes, and/or develop new programmes to support the implementation of the Coach Development Framework. Some information in Part 2 will also be useful for other coach development providers who deliver coach development on behalf of NSOs. In developing programmes, NSOs should be familiar with the philosophy and directions of both the New Zealand Coaching Strategy and Coach Development Framework. In particular they should be aware of the following: Coach development will be based on the concept of coaching communities, the needs of the athletes being coached and their stage of development, rather than emphasising levels of coach knowledge and skill. NSOs will drive coach development within their sport through programmes that integrate sport specific and general principles of coaching within coaching practice. There will be an increased emphasis on: who and how rather than what to coach ongoing flexible professional development of coaches supporting coaches to practise athlete centred coaching coaching in practice, rather than theoretical based learning. SPARC is supporting NSOs to implement the Coach Development Framework by: Producing guidelines and general principle resource materials that can be used by all sports Conducting pilot projects to initiate implementation and to trial materials Being available to NSOs and Regional Sports Trusts (RSTs) for help and guidance on programme development and delivery. These guidelines are in three parts: Part 1General information to help transition towards the Coach Development FrameworkPart 2Programme design guidelines Part 3Systems and procedures that support coach development Part 1: General Transition Information Introduction Components (modules) of Coach Development Framework programmes should be based on the learning areas outlined in Appendix 2 of the Coach Development Framework. Development of the Sport Specific learning area is the responsibility of NSOs. SPARC has developed technical and tactical learning progressions, based on the SPARC Talent Development Framework, to provide NSOs with a starting point to make decisions on the content of sport specific modules. These progressions and other materials referred to below are (or progressively will be) available on the SPARC website (www.sparc.org.nz/sport/coach-development-education/framework-programme-materials). SPARC is developing general principle modules and coach development support materials, based on the learning areas of the Coach Development Framework, as follows: Learning AreaModulesAthlete DevelopmentUnderstanding the athleteHow athletes learn and make decisionsAthlete lifestyle planning*LeadershipLeadership skillsLeading change*Coaching ProcessEffective coachingSkill acquisitionCoaching a series of sessionsSelf DevelopmentCoach self developmentResearch and technology in coachingSport science in coachingProgramme ManagementPlanning, evaluating and modification of programmes Managing othersResource planning/budgeting/record keeping CoachSmart: Managing the environment Notes Modules are under development and the number of modules and/or titles of modules could change Modules marked * are likely to be developed for some coaching communities only General principle materials developed by SPARC include: module outlines for specific coaching communities, that include learning outcomes and sample learning activities delivery guidelines initial resources (ongoing resource development will occur as required). A module is completed by coaches undertaking learning activities that cover all the learning outcomes for that module. For each sample learning activity that SPARC has developed, the learning outcomes covered are identified in brackets in the learning activity heading in the module outlines on the website. NSOs (or RSTs where appropriate) can use the SPARC developed learning activities, modify these, or create their own. Transition to the Coach Development Framework The transition from current coach development practices to the new SPARC Coach Development Framework will take time. It is important to note that any opportunities that NSOs offer for coach development at the moment are positive. Coaches, who have completed current coaching courses, will have met some of the learning outcomes of different Coach Development Framework modules. The major gap is likely to be the application of learning in coaching practice. In time, NSOs will establish recognition of prior learning guidelines to cross credit current courses towards completion of modules (or learning outcomes) in the new system. In offering ongoing programmes, NSOs should ensure that the courses offered are adapted to suit the philosophy of athlete centred coaching embedded in coaching practice. In other words, the deliverers should ensure that the athlete is the central focus in their presentations and that as much learning as possible within that presentation, is practical. Practical presentation methods include role plays, case studies, video clips, live observations and actual coaching practice (see the SPARC sample learning activities on the website for some ideas). Coach development programmes should reflect the type of coaching approach that NSOs want their coaches to use with their athletes. The following are step by step guidelines that NSOs can begin to take to shift to the Coach Development Framework. (Remember that NSOs are responsible for coach development for their coaches, that SPARC will no longer provide Coaching New Zealand (CNZ) courses and that the SPARC coaching team will be available to support NSOs implement the Coach Development Framework): NSOs can continue to offer courses that are scheduled for the immediate future but should try to alter the delivery as outlined above. Where this does not currently occur, NSOs can gradually add or integrate general principle modules into their sport specific programmes. Ideally, these modules should be based on (or become increasingly aligned to) Appendices 1 and 2 of the Coach Development Framework. That is, they should be based on the Coach Development Framework learning areas and the needs of athletes in the relevant coaching community. SPARC has made its CNZ manuals and assessment workbooks available on its website (www.sparc.org.nz/sport/coaching/courses) for sports to use in the transition period. SPARC will continue to add general principle module materials to its website (www.sparc.org.nz/sport/coach-development-education/framework-programme-materials) that can be downloaded and adapted to suit NSO needs. These materials can be introduced as appropriate. For example, an Understanding the Athlete module is now available as part of the Athlete Development learning area. In parallel with SPARCs general principle module development, over time, sports can review their own sport specific coach development framework (pathway) and programmes to align (or increasingly align) with the Coach Development Framework. SPARC produced general principle materials can be used as models. NSOs can progressively increase the flexibility of delivery and the ways coaches can access coach development opportunities, and devise systems to recognise and record the modules or learning outcomes coaches complete. This includes recognition of both formal and informal learning opportunities. NSOs can progressively improve the quality of the systems and procedures that support coach development (some potential areas for development are outlined in Part 3 of these guidelines). Materials should be continuously trialed, evaluated and updated. Assessment and Accreditation SPARC has deliberately developed a Framework that emphasises ongoing learning rather than assessment and accreditation. SPARCs aim is to give coaches professional development opportunities that will make them better coaches through trying to help them to become athlete centred and learn about coaching in practice. However, to improve the quality of coaching, coaches should reflect on learning opportunities and undertake necessary formal or informal follow up activities to check that learning has actually occurred and can be applied. The rigor of and nature of assessment is entirely up to the NSOs. Previous assessment approaches have emphasised coaching knowledge. Because coaching is really about understanding people and enabling them to learn, valid and consistent assessment of coaching skills is challenging. NSOs may wish to recognise/accredit/certificate coaches that complete; learning activities that cover all learning outcomes associated with a coach development programme or defined group of modules learning activities and NSO defined summative assessment activities assessment requirements for SFRITO or NZQA unit standards. Other areas of Development Once SPARC has put all the initial general principle modules on the website, they will continue Coach Development Framework implementation by developing: induction modules for first time coaches advanced modules within the learning areas for NSOs to adapt to meet the needs for coaches further professional development a table of all learning outcomes for all modules and coaching communities further resources and best practice materials. Coaching Practice Progressions SPARC has published on its website (www.sparc.org.nz/sport/coach-development-education/framework-programme-materials) a coaching practice template for sports that provides an overview of coaching practice for each coaching community. Part 2: Detailed Coach Development Programme Design Guidelines Principles Programme writers will follow any policy and procedures specified by the NSO. This could include the role of a Coach Development Advisory Committee, gaining initial approval to alter/develop programmes, consultation, development processes, quality checks and final programme approval etc. Programmes developed will be compatible with: The New Zealand Coaching Strategy The Coach Development Framework Its all about Children and Young People (SPARC policy document under development) The SPARC Talent Development Framework (under development). Preparation to Write a Programme To develop a coach development programme NSOs should: Establish/confirm the communities required for a sport specific coach development framework/pathway. The number of communities will vary for different sports but should reflect the NZ Coaching Strategy communities (or combinations of these) and/or the stages of athlete development defined in SPARCs Talent Development Framework. The importance of both these factors should be recognised. Choose the community (or communities) to focus on for development. Use Appendix 1 of the Coach Development Framework to clarify the characteristics and needs of the athletes in the targeted community. Undertake necessary consultation and/or research. (Including consultation with the SPARC coaching team and research of international best practice). Refer to Appendix 2 of the Coach Development Framework to understand the learning areas for potential coach development. These learning areas are based on research and consultation with coaches and all were considered necessary components of any coach development programme beyond initial coach induction. Research how to link with other coach development providers (e.g. other NSOs and RSTs) to utilise their expertise and share their resources. There is not point in developing or delivering components of programmes that can be readily accessed in other ways. Writing a programme Materials referred to below are available in the coaching section of the SPARC website  HYPERLINK "http://www.sparc.org.nz/sport/coach-development-education/framework-programme-materials" www.sparc.org.nz/sport/coach-development-education/framework-programme-materials . Key writing steps to be undertaken include: Providing general background information: The programme title The community the programme is targeting An overview of where the programme fits in the NSO coach development framework/pathway Administrative details such as a contact person for enquiries Establishing the general aim of the programme and the competencies that a coach should have to meet the needs of the athletes in the targeted community. Establishing the programme modules required. General principle modules should be based on the learning areas defined in Appendix 2 of the Coach Development Framework. The table in Part 1 of these notes shows the actual modules SPARC has developed in these learning areas. Current modules target the developing coach. Future development will include induction and advanced modules. Modules used by specific sports do not have to directly match the modules developed by SPARC. However, all SPARC defined general principle learning outcomes from the module outlines for the targeted community should be covered within the sports programme. Sport specific modules should include technical and tactical skills, knowledge and understandings and any other specific requirements of their sport. Technical and tactical progressions based on the Talent Development Framework are available on the SPARC website to guide sports. (Note sports can develop modules that integrate both sport specific and general principle learning outcomes. However, for ease of understanding, these notes have kept the sport specific and general principle module development separate.) Providing other necessary programme information relating to overall programme completion, delivery, assessment, quality assurance, accreditation, reaccreditation, certification, etc. Generating individual general principle module materials for facilitators, self learning guidelines and/or coach handouts, by going online to the SPARC website, reading the module delivery notes, downloading the appropriate module outline and systematically working through this. Retain relevant information and adapt other information as required. A potential process is outlined below: Retain (or adapt) the module title and coaching community headings but build in the name of the sport. Retain the aim and learning outcomes but build in the name of the sport. Consider factors like the nature of the learning outcomes, available resources (including people resources) and the probable range of coach learning preferences, to decide on the delivery approaches to be used. Complete the Delivery Notes section of the module outline. Allowing alternative delivery approaches is encouraged. Choose appropriate learning activities to deliver these outcomes or suggest a choice of suitable activities. These can be sample activities from the module outline, adaptations of these, or learning activities that have been designed by the NSO. Complete the assessment section. A note that indicates that satisfactory completion of all learning activities may be all that is required. Match resources/coach handouts to the learning activities and copy these to the module outline. Some initial activities are available to download from the SPARC website. However, NSOs will almost certainly have to develop some additional materials to meet sport specific needs and to support the delivery approach selected. Retain or adapt the SPARC list of other useful resources, or create a sport specific list. Modify materials to suit sport specific needs. The modifications may include rebranding, adding images, adding sport specific examples, or writing new materials that better meet NSOs needs. Some of the module outline wording will have to be edited to more specifically target coaches. Once the above steps are completed, the resulting notes should be suitable as a handout package for coaches (or to be produced as a booklet or section of a larger programme resource). NSOs may wish to add some general administrative information. If the materials are intended to be a self learning package for coaches, some extra detail may need to be added. Facilitator/presenter guidelines can be produced by inserting relevant information, resources and facilitator administrative information into the coach handouts. NSOs may prefer to develop the facilitator notes first and then delete irrelevant information for the coach handouts. Developing sport specific learning area modules/module outlines by: Identifying technical requirements, tactics/strategies and other requirements to be covered Developing progressions for these requirements based on the technical and tactical progression table on the SPARC website to ensure athletes moving through communities experience progressive development opportunities. Progressions should be based on the Talent Development Framework principles. Identifying specific requirements for the selected coaching community and grouping these to define potential sport specific modules or to plan how these requirements might be integrated with the general principle modules. Establishing learning outcomes for the identified community for all sport specific module outlines. Developing sport specific module outlines as appropriate. Following the process above to evolve the module outlines to produce facilitator and/or self learning guidelines and/or coach handout materials. Checking all materials developed are inclusive for athletes with disabilities. Collating materials to produce required coach development documentation. Reflecting, evaluating and adapting materials as required, ensuring that modifications meet the philosophy of the coach Development Framework. Part 3: Support Systems and Procedures The following provides a list of prompts of other aspects that NSOs may need to consider in designing or supporting coach development programmes. Points listed may apply to all programmes, or to a specific programme or module. NSOs will have to consider matters like the number of coaches they train, the delivery processes used, etc, in deciding which of the listed points are significant for their sport. A number of the processes can be significantly simplified if one person, or a consistent group of people deliver the programme nationally, or the number of coaches being trained is relatively small. It is worth consulting with other NSOs to see is if they have existing materials that can be used as a starting point. There may be merit in collating relevant information into a policy/operations manual or a coachs handbook. Some information could be included in facilitators guidelines or trainee coach handouts for individual modules. If you require guidance to produce this type of material, the CNZ operations manual (available at RSTs or SPARC) provides a model. Overview information Those involved in coach development should have an idea of the sports development structure and may want access to: Athlete development pathways Coach development pathways Opportunities for further engagement in activities in that sport Administrative Details Coaches, will need access to some basic administrative information such as: Contact person for queries (NSO and RSO level as appropriate) Fees (if applicable) Timetables of learning opportunities (workshops/seminars/practical sessions/courses) Delivery Other information related to delivery might include: A file/list of approved facilitators (for NSOs/RSOs) Guidelines to coaches for self learning activities Required resources and equipment (what to bring for coaches and where to get them for facilitators) Facility requirements (NSOs/RSOs/facilitators) Health and safety considerations (all) Guidelines or requirements for practical activities (critical friends/mentors etc) Assessment (where applicable) Coaches and/or facilitators may require information on: Reasons for assessment and assessment approaches used. The nature/principles of assessment competency based, summative/formative, valid, sufficient, fair, non threatening etc Modes/methods of assessment (may be as simple as saying these are specified separately for individual programmes or modules) Recognition of prior learning Reassessment Appeals SFRITO, NZQA requirements (if appropriate) Appointment, Training and Support of People who Deliver (and/or Assess) Coach Development NSOs and RSOs need policies, procedures and/or internal systems for: Appointment processes (including criteria for appointment) HR requirements (role description, contract/letter of appointment, payments, record keeping, code of ethics/behaviour, etc.) Training processes Monitoring, support, and evaluation of performance Quality Assurance NSOs require systems for monitoring, evaluating and reviewing quality of: Programmes (and resources) Delivery Assessment (if relevant) Coaching practice Trainee Coach Information Trainee coaches that undertake coach development programmes need to have access to a wide variety of information either prior to or when engaging in programmes. This information can be general or apply to specific programmes. Information will range from the sports philosophy on coach development to what activities coaches need to do to complete a programme, to basic administration requirements. This includes relevant information from other sections of these notes and basic information such as equipment/clothing/other materials to bring to workshops or practical sessions, behavioural expectations and support structures for coaches. Result Processing/Database Maintenance NSOs and RSO need processes that: Capture required data on individual coaches Report and track coach development progress Enable RSOs to report accurately and consistently to NSOs Provide feedback to trainee coaches Meet SFRITO/NZQA requirements if applicable Accreditation/Certification/Reaccreditation NSOs need to establish a philosophy and policies and procedures relating to: Accreditation requirements Certificates and certification Reaccreditation/updating requirements (could include timeframes, ongoing coaching, code of ethics, ongoing professional development, health and safety refresher etc.) General Some other areas NSOs may need to consider are: Advertising and promoting coach development opportunities Complaint procedures Copyright Links to and use of other key players in coaching Inclusiveness, equity and catering for individual needs DEmn t  E F  , - '),˾ئؘؾzئئlllئhOJQJ^JmH sH hOJQJ^Jh~OJQJ^JhOJQJ^Jh xOJQJ^JmH sH h~OJQJ^JmH sH hOJQJ^JhfhOJQJ^Jh&FhOJQJ^JhOJQJ^JmH sH h5OJQJ^JmH sH h[h[CJ,aJ,*DE t A 8 m . NOt & F"gdgd ^gd & F 88^8gd & F 8^gdgd$a$gd igd[gdk&9`,-?MOS01678LMWXYeŷ䡎xeO@.#h[h[5OJQJ^JmH sH hi5OJQJ^JmH sH +h[h i5CJ OJQJ^JaJ mH sH %h[5CJ OJQJ^JaJ mH sH +h[h[5CJ OJQJ^JaJ mH sH %hG5CJ OJQJ^JaJ mH sH +h[h 5CJ OJQJ^JaJ mH sH h OJQJ^JmH sH  h h OJQJ^JmH sH hOJQJ^JmH sH hOJQJ^JmH sH hW OJQJ^JmH sH tu|EUkd$$Ifl08," t644 laUkd$$IflT08," t644 la $Ifgd gd ./0XYfggd igdgdfgd Ukd,$$Ifl08," t644 la $Ifgd efghr|QUk+,J_dm´¦¦¦˜˜Š|´|n||´n|`|h)OJQJ^JmH sH hOJQJ^JmH sH hOJQJ^JmH sH hOJQJ^JmH sH h*#OOJQJ^JmH sH h/OJQJ^JmH sH h&FOJQJ^JmH sH hfOJQJ^JmH sH hOJQJ^JmH sH hf5OJQJ^JmH sH #h[hf5OJQJ^JmH sH "m{M *+,-CIŷ򛍀yyyoybXNbGX hv)Yh0XhgOJQJ^JhOJQJ^Jhv)Yh0XOJQJ^Jh0XOJQJ^J hv)Yhv)Yhv)Yhv)YOJQJ^Jh iOJQJ^JmH sH h0XOJQJ^JmH sH h&FOJQJ^JmH sH h*#OOJQJ^JmH sH hfOJQJ^JmH sH  hfhOJQJ^JmH sH hOJQJ^JmH sH h~OJQJ^JmH sH QNkd\$$If0< 622 l4a$IfNkd$$If0< 622 l4a $$Ifa$gdi,]Nkd$$If0< 622 l4a$IfNkd$$If0< 622 l4a,-8JKL\]Nkd$$If0< 622 l4a$IfNkdT$$If0< 622 l4aIJKLZ[\]  !kl}~78자{{nhhOJQJ^J)h~h~B* CJOJQJ^JaJphh~OJQJ^JmH sH #hB* CJOJQJ^JaJphhH\OJQJ^JhOJQJ^J hv)Yh0XhgOJQJ^Jh0XOJQJ^Jhv)Yh0XOJQJ^J hv)Yhv)Yhv)Yhv)YOJQJ^J)\]n]NkdL$$If0< 622 l4a$IfNkd$$If0< 622 l4a]Nkd$$If0< 622 l4a$IfNkd$$If0< 622 l4a ]Nkd$$If0< 622 l4a$IfNkdD$$If0< 622 l4a !6klm}]Nkd< $$If0< 622 l4a$IfNkd $$If0< 622 l4a}~]Nkd $$If0< 622 l4a$IfNkd $$If0< 622 l4a81E<=klgd i & Fgd*#OgdR & F'gd~gdv)YNkd4 $$If0< 622 l4aELVX_h(AYaoɻɭɟɟɟugggYhPOJQJ^JmH sH h/EOJQJ^JmH sH hoOJQJ^JmH sH hH\OJQJ^JmH sH h&FOJQJ^JmH sH hOJQJ^JmH sH h iOJQJ^JmH sH hOJQJ^JmH sH h*#OOJQJ^JmH sH hROJQJ^JmH sH  hhROJQJ^JmH sH hOJQJ^J";<=KOjklDGPRZǸyk]k]kOkOkOkkOk]kh*#OOJQJ^JmH sH hOJQJ^JmH sH h6OJQJ^JmH sH #h6h*#O5OJQJ^JmH sH h65OJQJ^JmH sH hMRF5OJQJ^JmH sH hC;5OJQJ^JmH sH h)5OJQJ^JmH sH h5OJQJ^JmH sH hOJQJ^JmH sH hPOJQJ^JmH sH hOJQJ^JmH sH 6=>z{}15gp78Qf?GȺȺ֬䬂hiOJQJ^JmH sH h!WOJQJ^JmH sH hM 9OJQJ^JmH sH hLUOJQJ^JmH sH hPOJQJ^JmH sH h*#OOJQJ^JmH sH hOJQJ^JmH sH h6OJQJ^JmH sH hROJQJ^JmH sH 3!!R#S#$$%%l&m&&&&&&(gd*OJQJ^JmH sH /j h h OJQJU^JmH sH  h h OJQJ^JmH sH )jh h OJQJU^JmH sH hHOJQJ^JhE-OJQJ^Jh/OJQJ^Jh h/5>*ϴ/5Oϴ7778888888999;9<9>9999$::::2;;;-<.<<<<=(==\>>>>>>>>>>>>>>>ĺĺĺĦęďďąąąąӴϴE-ϴ=/ϴϴHϴ?ϴ/ϴ/ϴ󰿱<OJQJ^Jhm OJQJ^JhFOJQJ^JhgOJQJ^J0=Y>\>?G@@AB^CDDF FGGHHgd/h^hgdRugdRu & F 8^gd  & F 8^gd/ & F hh^hgd3BgdJj & F hh^hgdJj>>>> ? ??;?B?s?u?????"@F@G@k@@@@@@@@@@@@@A0A1A2A5ATAVAWA\A`AaAbAcAdAnA~AAAAؒ؜ذ~~hE-OJQJ^Jh OJQJ^Jh-6 OJQJ^JhZOJQJ^JhFOJQJ^JhRuOJQJ^JhOJQJ^JhMRFOJQJ^Jh@zhOJQJ^Jh QOJQJ^Jh)OJQJ^Jh/OJQJ^Jh3BOJQJ^J1AAAAADBBBBBBBBBB^CmC|CCCCCCCDDDD-D.D6DXD[DDDDDDDDDDDDD3ELEEFغذΰΦΦ؜ĜİئĦΦ{ΒhOJQJ^JhOhOOJQJ^JhOOJQJ^JhE-OJQJ^JhRuOJQJ^Jh OJQJ^Jh%OJQJ^JheOJQJ^Jh/OJQJ^Jh3BOJQJ^JhVOJQJ^Jh__OJQJ^Jh QOJQJ^J0FFF FbFkFmFFFFFFFFFFG_G`GGGGHH*H,H;HHHHHHHIIIIjJrJuJJJJKKFKHKK$L,L7L>³İ캒캈7ϴ3ϴqϴ󰿱<OJQJ^Jh+OJQJ^Jh,tOJQJ^Jh xOJQJ^Jh?@_OJQJ^JhOOJQJ^JhRuOJQJ^Jh/OJQJ^JhgOJQJ^J4HHCIjJHKKKxLyLLLMMMMMNNPPgdmgd4 & F hh^hgd?@_gd7gd+h^hgd/ & F 8^gd/ & F hh^hgd/WLXLwLxLyL~LLLLLLLLMMM&M)M3M6MMMMMMMMMMMMMMM N˷˷ե}naah4h4OJQJ^Jh45CJ OJQJ^JaJ h/5CJ OJQJ^JaJ hG5CJ OJQJ^JaJ h4OJQJ^J#h4h45CJ OJQJ^JaJ h-6 OJQJ^JhOI<OJQJ^Jh+OJQJ^Jh/OJQJ^Jh,tOJQJ^Jh7OJQJ^Jh7h7OJQJ^J" NN2N@NQN\N_N`NNNNNNNNNOVOYOfOgOOO-P.PPPPPPPPPPPPQQ;QTQUQ캰ؙ؏{{ؙq{{ghqOJQJ^Jht,OJQJ^JhNOJQJ^Jh%OJQJ^JhV1LOJQJ^Jh*OJQJ^JhmhmOJQJ^Jh/ EOJQJ^Jh U7OJQJ^Jh-6 OJQJ^Jh7OJQJ^JhmOJQJ^JhP\OJQJ^Jh4OJQJ^Jh?@_OJQJ^J(UQnQQQQQQRR R R R R#R)R2RSR^R_RRRRRRSSS*S>SESSSآti[QhlOJQJ^JhmhP\5OJQJ^JhP\5OJQJ^JhrhP\OJQJ^JhJjOJQJ^JhrhrOJQJ^JhP\OJQJ^Jh7OJQJ^JhrOJQJ^Jhr5OJQJ^Jh4htOJQJ^Jht,OJQJ^Jh?@_OJQJ^JhmOJQJ^JhNOJQJ^Jh*OJQJ^JP R R"R#RRRRSS*S+SwSSS T!T*T+T`TTT,U[U & Fgdq & F!gdeA & FgdP\gdP\ & F&gdrgd[pgd4gd*SST T!T*T+TPTbTkToTTTTTTT+U,UAUBUZU|UUUUUUUUUUUUVɿɡɗshs^h[pOJQJ^Jh?@_5OJQJ^Jha_uh[p5OJQJ^Jhl5OJQJ^Jhq5OJQJ^JhqOJQJ^JhsOJQJ^Jh<`OJQJ^Jh'COJQJ^JhlOJQJ^JheAOJQJ^JheAheA5OJQJ^Jhr5OJQJ^Jh?@_OJQJ^JhP\OJQJ^J"[UUUUU/VhVVaWWWWWWXXbXXY-Y`YaYsYtYY & Fgdqgdq & Fgd[pgd[p & Fgd[p & FgdqVV/VdVgVhVmVVVTW_WWWWWXXXXX/X8XDXHXKX`XaXbXuXwXxXXXY*Y,Y7Y9Y@YFYaYعtjjjjjjjhqOJQJ^Jh:h:OJQJ^JhlOJQJ^Jh<`OJQJ^Jhl5OJQJ^Jh:5OJQJ^Jha_uhq5OJQJ^Jhq5OJQJ^Jh*OJQJ^JhjOJQJ^Jh[pOJQJ^Jh'COJQJ^JhsOJQJ^Jh:OJQJ^J(aYsYtYYYYYYYYYY Z'Z(Z)Z*ZNZZZdZmZZZZZZZZZZZ [[([)[5[>[B[T[W[X[ɿݪ絋~tjtjjjjtttthFOJQJ^Jh *OJQJ^JhFhFOJQJ^JhP\OJQJ^Jh OJQJ^Jh[p5OJQJ^Jh 5OJQJ^JhrOJQJ^JhtOJQJ^Jh@BxOJQJ^Jh*OJQJ^Jh:OJQJ^Jh[pOJQJ^Jhnh[p5OJQJ^J(YYYY ZZ(Z)Z [ [\\\\\$]P]]]]] ^ ^W^r^ & Fgd[pgd@Bx & Fgdc  & Fgd[pgdCvgd[p & Fgd[pX[x[~[[[[[[[[[ \\0\@\I\l\\\\\\\\\\#]$]%]+];]G]O]P]W]Z][]_]f]]]]]]]]ζ؍ء؃؃y؍hc OJQJ^JhDOJQJ^Jh@BxOJQJ^JhtOJQJ^JhCvOJQJ^Jh[p5OJQJ^Jhnh[p5OJQJ^Jh OJQJ^JhFOJQJ^Jh[pOJQJ^Jh *OJQJ^JhMRFOJQJ^Jh?@_OJQJ^J-]]^ ^ ^!^2^J^V^W^^^9_@_A_B_q_r_________ ` ```5`6`ùùïtj`jVjVjVj`j`jhOJQJ^Jhc OJQJ^JhmOJQJ^Jh<`h<`OJQJ^Jh<`5OJQJ^Jhm5OJQJ^JhShm5OJQJ^JhrOJQJ^Jh[pOJQJ^Jh<`OJQJ^Jh<`hCvOJQJ^JhCv5OJQJ^Jh[p5OJQJ^Jhnh[p5OJQJ^JhJj5OJQJ^Jr^^8_9_A_B_r_____5`6`7`8`9`gd@Bx & Fgdmgdmgd[p & Fgd[p6`7`8`9`h@BxOJQJ^Jh[pOJQJ^Jh@Bx5OJQJ^J21h:pV/ =!"#$n% $$If!vh55#v#v:VlT t0655$$If!vh55#v#v:Vl t0655$$If!vh55#v#v:Vl t0655$$If!vh55#v#v:V 655/ /  / 22 l4 $$If!vh55#v#v:V 655/ / / /  22 l4 $$If!vh55#v#v:V 655/ / / /  22 l4 $$If!vh55#v#v:V 655/ / / /  22 l4 $$If!vh55#v#v:V 655/ / / /  22 l4 $$If!vh55#v#v:V 655/ / / /  22 l4 $$If!vh55#v#v:V 655/ / / /  22 l4 $$If!vh55#v#v:V 655/ / / /  22 l4 $$If!vh55#v#v:V 655/ / / /  22 l4 $$If!vh55#v#v:V 655/ / / /  22 l4 $$If!vh55#v#v:V 655/ / / /  22 l4 $$If!vh55#v#v:V 655/ / / /  22 l4 $$If!vh55#v#v:V 655/ / / /  22 l4 $$If!vh55#v#v:V 655/ / / /  22 l4 $$If!vh55#v#v:V 655/ / / /  22 l4 $$If!vh55#v#v:V 655/ / / /  22 l4 $$If!vh55#v#v:V 655/ / / /  22 l4 DyK Qwww.sparc.org.nz/sport/coach-development-education/framework-programme-materialsyK http://www.sparc.org.nz/sport/coach-development-education/framework-programme-materials@@@ NormalCJ_HaJmH sH tH X@X [ Heading 2 $@& CJ OJPJQJaJmH sH tH DA@D Default Paragraph FontRi@R  Table Normal4 l4a (k(No List6U@6 / Hyperlink >*B*phj@j  Table Grid7:V0rOr [Heading 1 (Left)&dP CJ0OJPJQJaJmH sH tH 9XDEtA 8m.NOtu|./0XYfg    , - 8 J K L \ ] n    ! 6 k l m } ~  8 1E<=klRSlm Q""#O#P#k#l#$/$$$&%'%F%G%1&q&r&}&~&''''(g(((((((****Q+R+++--..4.5.J/K/w/x////60u0v011?1355Y6\67G889:^;<<> >??@@@CAjBHCCCxDyDDDEEEEEFFHH J J"J#JJJJKK*K+KwKKK L!L*L+L`LLL,M[MMMMM/NhNNaOOOOOOPPbPPQ-Q`QaQsQtQQQQQ RR(R)R S STTTTT$UPUUUUU V VWVrVV8W9WAWBWrWWWWW5X6X7X8X;X000000 0 0 0 0 0 0 000" 0" 0" 00000 0 0 0 0 0 0 0 0 000000000000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00' 0' 00 0 0 000000000000 00 00 00 00 00 00 00000000 0 0 00000% 0% 0% 0% 000000000 00 0 0 0 0 000000 00 00 00 00 00 00000000 0( 0( 0( 0( 00 00 0 0 00 00 0 0 0 0 0 0 0 0 000000 0 0 0 0 0 0 00 00 00 000000000000& 0& 0& 00000 0 0 00000! 0! 0! 0 0 0 0000 0 0 0 0 0 0 00000 0 0 0  0 0000 0 0 0 00000000000 0 0 0 0 00000 0 0 00000 0 0 0 0 00000 8m   8 J K n    ! 6 k l m } ~  O#q&r&}&~&''''(g(((((((**?1355:<@@@CAHCCxDH J;Xj00ij00hj00fj00ij00j00j00j00j00 j00j00 j0j00j00@0~CCJj00j00@0CCj00j00@0FFj0 0j0 00 j0j0 0j0 0@0j00j00d0. /j00j00I9\ a  j00j00@0F"j00j00B2j00j00@0p)< j00j00s[;3j00j00@0j00j00T4D\j080:9j0807@0@0@0@0@0@0@0@ 0@0@ 0@& 0@& 0@& 0@& 0@& 0@0@0@0@0@( 0 @0 @( 0@) 0 @) 0 @0 @* 0@* 0@* 0@0@( 0@+ 0@+ 0@+ 0@+ 0 j0b0c 00F0h,emI"$&0)+-.3 6x7>AFWL NUQSVaYX[]6`9`1478<CDEGHIJKMNOPRTUWXY[\]_abdegt,\ }(/5=HP[UYr^9`2569:;=>?@ABFLQSVZ^`cf9`3..D/9XX K!K@'';X'';XB*urn:schemas-microsoft-com:office:smarttagscountry-region9*urn:schemas-microsoft-com:office:smarttagsplace AE *3QU ?C _f!+^b  dk# GN*!.!U!_! """$"""^$b$((#***d-h-m-q-<<M=W===>>,@0@ FFFFRHVHIILLCMYMNNP!P&P*PtQxQTTWU[UUU VVSWWWWWWWWW;XEL##$$DDrWW;X333333.H.HZU[U\U\U_UfUWW;XWW;X(d8$"Lb0p6dmOlt:W*"UбJL!0+x-~dU@(>;Z+dD&s "􇺳S()^8Mx!,n2zJDC,VKB C.2P,jEJ1L$#yUdn]v&X7p72]!0LK}]T]mZN0b uJc7"qZ$rTr M)v0`v`x`w[(^{x[ <i^`OJQJo(hH88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHh^`OJQJo(hH-hpp^p`OJQJo(hH-h @ L@ ^@ `LhH.h ^`hH.h ^`hH.h L^`LhH.h ^`hH.h PP^P`hH.h  L ^ `LhH.h88^8`OJQJo(hH ^`hH.  L ^ `LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH ^`hH. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh ^`o(hH.hpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJo(hH-h^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh88^8`OJQJo(hH ^`hH.  L ^ `LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.h^`OJQJo(hHh ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.h^`OJQJo(hH ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h hh^h`hH.h 88^8`hH.h L^`LhH.h   ^ `hH.h   ^ `hH.h xLx^x`LhH.h HH^H`hH.h ^`hH.h L^`LhH.h^`OJQJo(hHh ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.h88^8`OJQJo(hHh ^`hH.h  L ^ `LhH.h   ^ `hH.h xx^x`hH.h HLH^H`LhH.h ^`hH.h ^`hH.h L^`LhH.h^`B*OJQJo(phhH ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h hh^h`o(hH.h^`OJQJ^Jo(hHoh  ^ `OJQJo(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH^`OJQJo(hH-88^8`OJQJ^Jo(hHo^`OJQJo(hH  ^ `OJQJo(hH  ^ `OJQJ^Jo(hHoxx^x`OJQJo(hHHH^H`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`o() ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`B*OJQJo(phhHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh88^8`B*OJQJo(phhH ^`hH.  L ^ `LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.h ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh88^8`OJQJo(hHh ^`hH.h  L ^ `LhH.h   ^ `hH.h xx^x`hH.h HLH^H`LhH.h ^`hH.h ^`hH.h L^`LhH.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh 88^8`o(hH.h^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJo(hH-h^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`B*OJQJo(phhHh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`B*OJQJo(phhHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`o(hH.h 88^8`o(hH.h^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh hh^h`hH.h 88^8`hH.h L^`LhH.h   ^ `hH.h   ^ `hH.h xLx^x`LhH.h HH^H`hH.h ^`hH.h L^`LhH.h^`B*OJQJo(phhHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH^`o() ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.(x`w;Z+uJc]v&XS()JDC,t@(+p1L"LbmOW*d$rMP>(^{2]yU,jE CLK}]7"q M)v~s "[  i=?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghjklmnoprstuvwxyz{|}~Root Entry FP@IBData i1TableqwWordDocument4SummaryInformation(DocumentSummaryInformation8CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q