1. No category

Year]
How to Develop Learning
Facilitators for the Sport of Curling
© Canadian Curling Association and
Coaching Association of Canada.
Revised: 09.15.13
How to Develop Learning Facilitators for the Sport of Curling
TABLE OF CONTENTS
Introduction ............................................................................................................................... 3
The Pathway for Learning Facilitator Development ............................................................... 4
Step 1: Identification and Selection of Learning Facilitator Candidates .................................... 6
Step 2: Application Process ..................................................................................................... 9
Step 3: Training ..................................................................................................................... 10
Step 4: Co-facilitation and Practice Delivery .......................................................................... 16
Practice Delivery.................................................................................................................... 16
Step 5: Evaluation for Certification ......................................................................................... 16
Step 6: Certified LF Delivers Workshops................................................................................ 17
Step 7: Maintenance of Certification ...................................................................................... 17
Master Learning Facilitators................................................................................................... 19
Administrative Requirements................................................................................................. 20
Forms ....................................................................................................................................... 22
LF Application Form............................................................................................................... 23
LF Code of Conduct .............................................................................................................. 24
Template for the Letter of Self-Nomination ............................................................................. 26
Cover Letter for Preliminary LF Worksheet ............................................................................ 27
LF Co-facilitation Assessment (used to debrief) ..................................................................... 29
LF Action Plan ....................................................................................................................... 30
NCCP Coach Observation — Data Collection........................................................................ 34
LF Evaluation Form ............................................................................................................... 34
Quality Assurance……………………………………………………………………………………..38
© Canadian Curling Association and Coaching Association of Canada.
2
How to Develop Learning Facilitators for the Sport of Curling
INTRODUCTION
This document is intended for all the individuals and organizations (Master Learning
Facilitators, Coaching Association of Canada partners, National Sport Organizations,
Provincial/Territorial Sport Organizations, etc.) responsible for identifying, selecting,
training, and evaluating Learning Facilitators.
Learning Facilitator (LF) development is designed to provide Learning Facilitator
candidates with the basic skills they will need to facilitate NCCP workshops. Learning
Facilitators acquire and refine these skills in a seven-step development process called
the Pathway for Learning Facilitator Development.
This document also includes a number of forms required and templates used in different
steps of the Pathway.
Note: The information on Step 3, Training, is supplemented by Learning Facilitator
Training Workshop, which presents step-by-step instructions for Master Learning
Facilitators on how to deliver a Learning Facilitator Training Workshop.
© Canadian Curling Association and Coaching Association of Canada.
3
How to Develop Learning Facilitators for the Sport of Curling
THE PATHWAY FOR LEARNING FACILITATOR DEVELOPMENT
The Pathway for Learning Facilitator Development consists of these eight steps:
 Step 1: Identification and Selection of Learning Facilitator Candidates
 Step 2: Application Process
 Step 3: Training
 Step 4: Co-facilitation and Practice Delivery
 Step 5: Evaluation for Certification
 Step 6: Certified LF Delivers Workshops
 Step 7: Maintenance of Certification
See the next page for a diagram of the Pathway.
The individual steps in the Pathway are described in the pages that follow the diagram.
© Canadian Curling Association and Coaching Association of Canada.
4
How to Develop Learning Facilitators for the Sport of Curling
PATHWAY FOR LEARNING FACILITATOR DEVELOPMENT
Already LF in new NCCP
Step 6
Certified LF
Delivers
Workshops
Step 5
Evaluation for
Certification
Trained
Step 4
Co-facilitation
and Practice
Delivery
Step 3
Training
If results of the
evaluation are not up
to standard, candidate
is redirected to
additional training or
denied LF certification
Step 7
Maintenance
of
Certification
Step 2
Application
Process
Step 1
Identification
and
Selection
Candidate
will not be
an LF
Status in CAC Database:
Trained (after Step 3)
Certified (standard is met in
Step 5)
© Canadian Curling Association and Coaching Association of Canada.
5
How to Develop Learning Facilitators for the Sport of Curling
STEP 1: IDENTIFICATION AND SELECTION OF LEARNING FACILITATOR
CANDIDATES
There are two ways to become an LF candidate:
 Master Learning Facilitators (MLFs), Provincial/Territorial Sport Organizations
(P/TSOs), and National Sport Organizations (NSOs) can identify LF 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 LF 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 LF are clearly indicated in the LF Evaluation
Tool (see p. 24).
Individuals who nominate themselves are sent the Template for the Letter of SelfNomination (see page 26) and are asked to fill in this letter and submit it to their
Provincial/Territorial Sport Organization (P/TSO) or Provincial/Territorial Coaching
Coordinator (P/TCC), along with their resume and NCCP Certification Transcript, if
applicable.
Prerequisites: The following is put forward as a policy regarding prerequisites for LF
training.
© Canadian Curling Association and Coaching Association of Canada.
6
How to Develop Learning Facilitators for the Sport of Curling
LEARNING FACILITATOR PREREQUISITES
Community Sport – Initiation “Club Coach: Youth”
 Course conductor in Levels NCCP; or
 Level 1 Certified coach; or
 Club Coach: Youth “Trained”;
 Club Coach “Trained”
Community Sport – Ongoing Participation “Club Coach”
 Course conductor in Levels NCCP; or
 Level 1 Certified coach; or
 Club Coach “Trained”
Competition – Introduction
 Course conductor in Levels NCCP; or
 Level 2 Certified coach; or
 Level 3 Certified coach
 Competition Introduction Certified;
Competition-Development
 Minimum Level 3 Certified with additional experience (ex. National/International
Coaching experience), Level 4/5 (full or in part) preferred and/or
 Competition Development Certified; and/or
 Member of National Coaching Certification Program Transition Committee and/or
 Member of National Team Coaching Program.
Competition – High Performance
- Prerequisites to be determined in the future.
© Canadian Curling Association and Coaching Association of Canada.
7
How to Develop Learning Facilitators for the Sport of Curling
JOB DESCRIPTION FOR LEARNING FACILITATOR
The Learning Facilitator will be required to:
□ Conduct a minimum of three NCCP courses every two years **
□ Attend a Facilitator updating session every year
□ May become an evaluator**
□ Act as a resource person for coaches in their region
**Provincial/Territorial Member Association Rules may supersede these rules
The Potential LF should possess all or some of the following skills:
□ Acquired teaching skills (facilitation style - recent university and/or education
grads)
□ Strong Communication (speaking and listening) skills
□ Receptive to professional development and ongoing evaluation
□ Potential bilingualism
□ Current Coaching experience (with last 3 years)
□ Positive role models
□ Ability to adapt/be flexible
□ Demonstrate a commitment to coach and the coaching program
© Canadian Curling Association and Coaching Association of Canada.
8
How to Develop Learning Facilitators for the Sport of Curling
STEP 2: APPLICATION PROCESS
All LF candidates are sent an LF Application Form along with the Preliminary Worksheet
(see the cover letter for this worksheet on page 27). Once the LF candidate has
completed these forms, he or she sends the following documents to the P/TSO or
P/TCC:
___ Cover letter
___ Completed LF Application Form (page 23)
___ Completed Preliminary Worksheet
___ Transcript of NCCP Certification Status
___ Make Ethical Decisions Online Evaluation
____ P/TSO or P/TCC to contact CAC to verify LF candidate’s score
___ Résumé of coaching experience and achievements (with names
and phone numbers for 2 references)
Those responsible for LF development in their region review the applications,
worksheets, and related qualifications of the candidates and select the most qualified
candidates. These candidates move on to Step 3 in the Pathway.
Taken together, Step 1 and Step 2 constitute the selection of Learning Facilitators.
Note: Curling: Competition Development – LFs will be selected and trained by the
Canadian Curling Association as they are the organization that will be delivering and
administering that workshop.
© Canadian Curling Association and Coaching Association of Canada.
9
How to Develop Learning Facilitators for the Sport of Curling
STEP 3: TRAINING
The purpose of LF training is to provide LF candidates with the basic skills they need to
facilitate an NCCP workshop. The NCCP expects LFs to guide coaches in the
development of the five core competencies (valuing, interacting, leading, problemsolving, and critical thinking) by engaging them in their own learning. LF candidates will
be trained and evaluated on the basis of their ability to do the following:
 Implement an appropriately structured and organized workshop
 Facilitate the achievement of outcomes or learning objectives
 Display appropriate communication and leadership to enhance coach learning
 Manage the group to optimize coach learning (optional)
 Manage administrative aspects of the modules and the NCCP
© Canadian Curling Association and Coaching Association of Canada.
10
How to Develop Learning Facilitators for the Sport of Curling
Community Sport: Initiation
Club Coach: Youth
Trained Learning Facilitator – Qualified to Facilitate:
Club Coach: Youth Workshop
Path 1
T
E
T
T
T
T
T
T
Path 2
T
E
T
T
T
T
T
T
Club Coach: Youth LF Training
Make Ethical Decisions Online Evaluation – Community Sport
Clearly Communicating the NCCP Model
Elements of an effective Learning Activity
Functions of an NCCP Learning Facilitator
Overview of the NCCP
Nature of the Group
Stages of Group Development
Club Coach: Youth LF Co-Facilitation
Make Ethical Decisions Online Evaluation – Community Sport
Clearly Communicating the NCCP Model
Elements of an effective Learning Activity
Functions of an NCCP Learning Facilitator
Overview of the NCCP
Nature of the Group
Stages of Group Development
Trained Master Learning Facilitator – Qualified to Facilitate:
- Club Coach: Youth – Workshop
- Club Coach: Youth – LF Training
- Club Coach: Youth – MLF Training
Path 1
T
E
T
T
T
T
T
T
T
T
T
Club Coach: Youth MLF Training
Make Ethical Decisions Online Evaluation – Community Sport
Clearly Communicating the NCCP Model
Elements of an effective Learning Activity
Functions of an NCCP Learning Facilitator
Overview of the NCCP
Nature of the Group
Stages of Group Development
Levels of experience and facilitation strategies
Levels of experience and associated behaviours
Role of the MLF
© Canadian Curling Association and Coaching Association of Canada.
11
How to Develop Learning Facilitators for the Sport of Curling
Community Sport: Ongoing
Club Coach
Trained Learning Facilitator – Qualified to Facilitate:
Club Coach Workshop
Path 1
T
E
T
T
T
T
T
T
Path 2
T
E
T
T
T
T
T
T
Club Coach LF Training
Make Ethical Decisions Online Evaluation – Community Sport
Clearly Communicating the NCCP Model
Elements of an effective Learning Activity
Functions of an NCCP Learning Facilitator
Overview of the NCCP
Nature of the Group
Stages of Group Development
Club Coach LF Co-Facilitation
Make Ethical Decisions Online Evaluation – Community Sport
Clearly Communicating the NCCP Model
Elements of an effective Learning Activity
Functions of an NCCP Learning Facilitator
Overview of the NCCP
Nature of the Group
Stages of Group Development
Trained Master Learning Facilitator – Qualified to Facilitate:
- Club Coach – Workshop
- Club Coach – LF Training
- Club Coach – MLF Training
Path 1
T
E
T
T
T
T
T
T
T
T
T
Club Coach MLF Training
Make Ethical Decisions Online Evaluation – Community Sport
Clearly Communicating the NCCP Model
Elements of an effective Learning Activity
Functions of an NCCP Learning Facilitator
Overview of the NCCP
Nature of the Group
Stages of Group Development
Levels of experience and facilitation strategies
Levels of experience and associated behaviours
Role of the MLF
© Canadian Curling Association and Coaching Association of Canada.
12
How to Develop Learning Facilitators for the Sport of Curling
Competition - Introduction
Competition Coach
Trained Learning Facilitator – Qualified to Facilitate:
Competition Coach
Path 1
T
E
T
T
T
T
T
T
Path 2
T
E
T
T
T
T
T
T
Competition Coach LF Training
Make Ethical Decisions Online Evaluation – Competition Introduction
Clearly Communicating the NCCP Model
Elements of an effective Learning Activity
Functions of an NCCP Learning Facilitator
Overview of the NCCP
Nature of the Group
Stages of Group Development
Competition Coach LF Co-Facilitation
Make Ethical Decisions Online Evaluation – Competition Introduction
Clearly Communicating the NCCP Model
Elements of an effective Learning Activity
Functions of an NCCP Learning Facilitator
Overview of the NCCP
Nature of the Group
Stages of Group Development
Trained Master Learning Facilitator – Qualified to Facilitate:
- Competition Coach – Workshop
- Competition Coach – LF Training
- Competition Coach – MLF Training
Path 1
T
E
T
T
T
T
T
T
T
T
T
Competition Coach MLF Training
Make Ethical Decisions Online Evaluation – Competition Introduction
Clearly Communicating the NCCP Model
Elements of an effective Learning Activity
Functions of an NCCP Learning Facilitator
Overview of the NCCP
Nature of the Group
Stages of Group Development
Levels of experience and facilitation strategies
Levels of experience and associated behaviours
Role of the MLF
© Canadian Curling Association and Coaching Association of Canada.
13
How to Develop Learning Facilitators for the Sport of Curling
Competition - Development
Curling: Competition Development
Trained Learning Facilitator – Qualified to Facilitate:
Curling: Competition Development
Path 1
T
E
T
T
T
T
T
T
Path 2
T
E
T
T
T
T
T
T
Curling: Competition Development LF Training
Make Ethical Decisions Online Evaluation – Competition Development
Clearly Communicating the NCCP Model
Elements of an effective Learning Activity
Functions of an NCCP Learning Facilitator
Overview of the NCCP
Nature of the Group
Stages of Group Development
Curling: Competition Development LF Co-Facilitation
Make Ethical Decisions Online Evaluation – Competition Development
Clearly Communicating the NCCP Model
Elements of an effective Learning Activity
Functions of an NCCP Learning Facilitator
Overview of the NCCP
Nature of the Group
Stages of Group Development
Trained Master Learning Facilitator – Qualified to Facilitate:
- Curling: Competition Development – Workshop
- Curling: Competition Development – LF Training
- Curling: Competition Development – MLF Training
Path 1
T
E
T
T
T
T
T
T
T
T
T
Curling: Competition Development MLF Training
Make Ethical Decisions Online Evaluation – Competition Development
Clearly Communicating the NCCP Model
Elements of an effective Learning Activity
Functions of an NCCP Learning Facilitator
Overview of the NCCP
Nature of the Group
Stages of Group Development
Levels of experience and facilitation strategies
Levels of experience and associated behaviours
Role of the MLF
© Canadian Curling Association and Coaching Association of Canada.
14
How to Develop Learning Facilitators for the Sport of Curling
Following the Learning Facilitator Training Workshop, LF candidates complete a selfassessment of their facilitation skills and knowledge acquired during the workshop. The
MLF reviews each LF candidate’s self-assessment and proposes an appropriate Action
Plan.
The MLF forwards the record of the training to the Canadian Curling Association. The
CCA then sends a registration form to CAC for entry in the CAC database (LF Trained).
Note: See Learning Facilitator Training Workshop for step-by-step instructions for
Master Learning Facilitators on how to deliver a Learning Facilitator Training Workshop.
© Canadian Curling Association and Coaching Association of Canada.
15
How to Develop Learning Facilitators for the Sport of Curling
STEP 4: CO-FACILITATION AND PRACTICE DELIVERY
CO-FACILITATION
After completing Modules 1-4 of the Learning Facilitator Training Workshop, LFs are
then required to co-facilitate a portion of a workshop. LFs in training in the Competition
or Instruction stream are required to co-facilitate for a minimum of six hours; LFs in the
Community Sport stream are required to co-facilitate for a minimum of four hours.
The first time an LF candidate co-facilitates a workshop, it must be with either a
Certified LF or an MLF. Future co-facilitations may be with another Trained LF. The cofacilitators must agree on the modules each will present during their workshop. A
debriefing session takes place after each co-facilitation, and the LF candidate updates
his or her Action Plan.
Note: Prior to Co-facilitation some LFs may feel more comfortable observing a certified
LF or an MLF and debriefing with that person after a workshop. LFs should be afforded
this opportunity if possible.
PRACTICE DELIVERY
In this step, the final step before evaluation, the Trained LF delivers a workshop
independently. The workshop may be either a Sport-Specific or a Multi-Sport Workshop.
It is recommended that Trained LFs perform between two and five independent
facilitations before moving on to Step 6, Evaluation for Certification. Following each
independent facilitation, LFs complete a self-assessment of their facilitation skills and
debrief with an MLF (in person or by telephone) using the LF Co-facilitation Assessment
(see page 29). LFs update their Action Plan again, this time with a view to improving
their next independent facilitation.
STEP 5: EVALUATION FOR CERTIFICATION
In this step, a Trained LF’s knowledge, skills, and attitudes are evaluated. The
evaluation process helps LFs achieve certification by acknowledging the skills they have
acquired and, if necessary, identifying the components that need improvement before
certification will be granted. MLFs are the evaluators for LFs. It is recommended that
LFs be evaluated by an MLF other than the one who trained them.
When LFs believe that they are ready to be evaluated, they choose the workshop date
on their schedule when they want to be evaluated. The P/TCC, NSO, or P/TSO contacts
an MLF to perform the evaluation.
Alternatively, evaluation can be conducted through video or other medium in which it is
possible for the Evaluator to see and hear the Learning Facilitator.
When LFs are evaluated, their skills and knowledge are measured against the minimum
standards.
© Canadian Curling Association and Coaching Association of Canada.
16
How to Develop Learning Facilitators for the Sport of Curling
After the evaluation, the MLF debriefs the LF, and a decision is made about whether to
grant certification:
 If certification is to be granted, the MLF forwards the record of the evaluation to
the Canadian Curling Association. The CCA then sends a registration form to
CAC for entry in the CAC database.
 If certification is not to be granted, the MLF and LF update the Action Plan and
develop a plan to meet the minimum standards in the areas that still need
improvement in the next evaluation.
Tools for LF evaluation include the following:
 LF Co-facilitation Assessment (see page 29)
 LF Action Plan (see page 30)
 NCCP Coach Observation — Data Collection (see page 34)
 LF Evaluation Form (see page 34)
Taken together, Steps 3 through 5 constitute the certification of Learning Facilitators.
Assumptions about Certification and Evaluation
 Certification should identify and confirm that the LF is competent at doing certain
things deemed important.
 Certification should promote favourable behaviours that have a positive impact
on coach development.
 Certification is not about recognizing the perfect LF, but rather about
acknowledging that an LF has demonstrated evidence of competence in the
minimum standards identified in the NCCP.
 A common evaluation framework is desirable across sports and in a multi-sport
setting for a given coaching context; at the same time, there must be flexibility to
reflect diversity among sports.
 It is possible to recognize and respect individual teaching/facilitating styles while
validating the presence of critical evidence.
 Adequate training or relevant experiences should occur before evaluation.
 NCCP training activities should adequately prepare LFs to meet the standards for
certification.
 Evidence demonstrated during the evaluation may not reflect all of the elements
or objectives identified during training activities.
STEP 6: CERTIFIED LF DELIVERS WORKSHOPS
After being certified, LFs continue to deliver workshops and to perfect their facilitation
skills. Some LFs may wish to contribute further to the development of the NCCP by
working with Trained LFs in co-facilitation situations or by working toward becoming a
Master Learning Facilitator.
STEP 7: MAINTENANCE OF CERTIFICATION
To maintain their status, Certified LFs must adhere to their NSO’s guidelines for
professional development. Those guidelines might include delivering a specific number
© Canadian Curling Association and Coaching Association of Canada.
17
How to Develop Learning Facilitators for the Sport of Curling
of sessions per year or participating in scheduled professional development activities.
LFs must also adhere to all tenets of the LF Code of Conduct (see page 24).
LFs are expected to contribute to the establishment of an effective network of LFs in
Canada and to demonstrate their commitment to one another and the program through
active involvement in the network. LFs are also encouraged to participate in an online
community of LFs that facilitates ongoing learning and shared leadership in the delivery
of the NCCP.
The Canadian Curling Association is currently developing their
policy on maintenance of Coach Certification and professional
development. Currently there is an expectation that coaches
would be actively coaching, and complete a PD experience
within a 5 year period, or successfully complete the evaluation
for the highest context in which they are certified.
© Canadian Curling Association and Coaching Association of Canada.
18
How to Develop Learning Facilitators for the Sport of Curling
MASTER LEARNING FACILITATORS
Each P/TSO 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
 Have received positive evaluations as an LF
 Are certified at least one gradation higher than the level for which they provide
training
 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
*Exception: Curling: Competition Development – MLFs will be selected by the Canadian
Curling Association as they are the organization that will be delivering and administering that
workshop.
JOB DESCRIPTION FOR MASTER LEARNING FACILITATORS
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:
 Planning and facilitating LF training
 Advising P/TCCs on issues related to the NCCP
 Evaluating or mentoring LF candidates
 Provide feedback on workshop and program content/processes and provide
feedback to the National Transition Committee
 Disseminate information and program changes to LFs and governing body
 Attend Master Learning Facilitator Training Sessions as required.
As the NCCP evolves, so will the role of the MLF.
© Canadian Curling Association and Coaching Association of Canada.
19
How to Develop Learning Facilitators for the Sport of Curling
ADMINISTRATIVE REQUIREMENTS
The efficient administration of the LF Development Program, like any other program,
depends on the proper following of procedures. The following table outlines the
administrative requirements associated with each step of the Pathway for Learning
Facilitator Development and indicates where each document originates and who the
final recipient is.
Step/Documentation
Step 1: Identification and Selection of
Learning Facilitator Candidates
List of Potential Candidates
Application Package
From
To
MLF, Master Evaluator (ME)
P/TCC, P/TSO
P/TCC, NSO, P/TSO
LF Candidate
LF candidate
LF (Self Applicant)
P/TCC, P/TSO
LF Candidate
P/TCC, P/TSO
P/TCC, P/TSO
P/TCC, P/TSO
LF (Self-Nominating
Applicant)
P/TCC, P/TSO
LF Candidate
LF
LF with MLF
LF with MLF
MLF
P/TCC, P/TSO, NSO
MLF
LF
LF, MLF
LF, MLF
LF, P/TCC, P/TSO, NSO
P/TCC, P/TSO, NSO
NSO, CAC Database
P/TCC, P/TSO, NSO
P/TCC, P/TSO, NSO
LF with MLF
LF with MLF
P/TCC, P/TSO, NSO
LF
LF
LF
LF
P/TCC,P/TSO,NSO
LF, P/TCC, P/TSO, NSO
LF, P/TCC, P/TSO, NSO
LF
MLF
MLF, P/TCC, P/TSO, NSO
P/TCC, P/TSO, NSO
P/TCC, P/TSO, NSO
CAC Database
Step 2: Application Process
LF Application Form (page 23)
Template for the Letter of Self-Nomination (page 26)
Application Package (for Self-Nominating LF
Applicant)
Cover Letter for Preliminary LF Worksheet (page 27)
LF Training Confirmation Letter
Step 3: Training
LF Self-assessment
LF Assessment
LF Action Plan (page 30)
NCCP Registration Form (Hard or soft copy)
NCCP Registration Form (Hard or soft copy)
MLF LF Training Workshop Report
Signed Copy of LF Code of Conduct (page 24)
Step 4: Co-facilitation and Practice
Delivery
LF Co-facilitation Assessment (page 29)
LF Action Plan (Revised)
Workshop Delivery Confirmation
LF Self-assessment
LF Action Plan (Revised)
Workshop Report
NCCP Registration Form (Hard or soft copy)
NCCP Registration Form (Hard or soft copy)
© Canadian Curling Association and Coaching Association of Canada.
20
How to Develop Learning Facilitators for the Sport of Curling
Step 5: Evaluation for Certification
LF Evaluation Date Confirmation
LF Evaluation Form (page 34)
Evaluation MLF/ME Report
NCCP Registration Form (Hard or soft copy)
NCCP Registration Form (Hard or soft copy)
LF Certification Notice
P/TCC, P/TSO, NSO
MLF, ME
MLF/ME
MLF/ME
P/TCC, P/TSO, NSO
P/TCC, P/TSO, NSO
LF, MLF, or ME
LF, P/TCC, P/TSO, NSO
P/TCC, P/TSO, NSO
P/TCC, P/TSO, NSO
CAC Database
LF
P/TCC, P/TSO, NSO
Certified LF
Certified LF
P/TCC, P/TSO, NSO
Certified LF
P/TCC, P/TSO, NSO
P/TCC, P/TSO, NSO
CAC Database
P/TCC, P/TSO, NSO
LF
LF
P/TCC, P/TSO, NSO
P/TCC, P/TSO, NSO
LF
Step 6: Certified LF Delivers Workshops
Workshop Delivery Confirmation
Workshop Report
NCCP Registration Form (Hard or soft copy)
NCCP Registration Form (Hard or soft copy)
Step 7: Maintenance of Certification
Confirmation of Completion of LF Certification
LF Action Plan for Maintenance of Certification
Confirmation that LF Maintenance of Certification
Action Plan executed
© Canadian Curling Association and Coaching Association of Canada.
21
How to Develop Learning Facilitators for the Sport of Curling
FORMS








LF Application Form
LF Code of Conduct
Template for the Letter of Self-Nomination
Cover Letter for Preliminary LF Worksheet
LF Co-facilitation Assessment
LF Action Plan
NCCP Coach Observation — Data Collection
LF Evaluation Form
© Canadian Curling Association and Coaching Association of Canada.
22
How to Develop Learning Facilitators for the Sport of Curling
LF APPLICATION FORM
Name _____________________________________
Nom
Date of Birth
Date de naissance
Address______________________________________
Adresse
Gender
Sexe
___________
D/J M Y/A
________________
City____________________________________ Province__________
Ville
Postal Code______________
Code Postal
Telephone__________________
Téléphone
E-Mail
____________________________________________
Adresse électronique
Languages spoken _________________
Langues parlées
Citizenship Status__________________
Citoyenneté
Sport___________________________________________
NCCP CC#
No de CC du PNCE
Education/Études
Post-Secondary Education/Études postsecondaires
Period of study/Période
Institution/Établissement
d’études
From/Du To/Au
Name/Nom
Credit Received/Crédit obtenu
Task or Level/Tâche ou Niveau
Year/Année
Advanced Coach Education/Formation avancée en entraînement
From/Du To/Au
Name/Nom
Task or Level/Tâche ou Niveau
Year/Année
Application Checklist :
___
Cover letter
___
Completed Application Form
___
Completed Preliminary Worksheet
___
Transcript of NCCP Certification Status
___
Make Ethical Decisions Online Evaluation 90% or more
___
Résumé of your coaching experience and
achievements (with names and phone numbers
for 2 references)
Declaration
I hereby certify that the information I have provided with this
application is true and complete.
Signature of Applicant____________________________________
© Canadian Curling Association and Coaching Association of Canada.
23
How to Develop Learning Facilitators for the Sport of Curling
LF CODE OF CONDUCT
It is expected that every LF will read, understand, and sign the following Code of Conduct:
PREAMBLE
In my role as an LF/Evaluator or both in workshops or evaluation events of the National
Coaching Certification Program (NCCP) for the Canadian Curling Association and
______________________________________ ( P/TCC),
I, _________________________ expressly agree to conduct myself in a manner consistent
with this Code of Conduct. My failure to abide by this Code of Conduct can result in sanctions
being imposed, including the revocation of my LF/Evaluator Certification Status.
CODE OF CONDUCT
I shall:
Training
1. Successfully participate in all LF and/or Evaluation training and evaluation
components and be granted a LF/ Evaluator certification. (i.e. LF Pathway).
Goals and Key Personnel Support
2. Align with the common goals and objectives of the Canadian Curling Association
and __________________ (P/TSO) as they service the membership at large.
3. Avoid discrediting specific sponsors, suppliers, employers, and/or other partners.
4. Support key personnel and systems of the NCCP and partner organizations
(CAC, Sport Canada, Provincial/Territorial Governments, CCA).
CAC Code of Ethics
5. Demonstrate ethical behaviour at all times and commit to the CAC Code of
Ethics and the CCA Coaching Code of Ethics.
Canadian Curling Association’s Coaching Code of Ethics
The Coach shall act with integrity in performing all duties owed to the athletes, the sport,
other members of the Coaching profession and the public.
The Coach shall strive to be well prepared and current in order that all duties in his/her
discipline are fulfilled with competence.
The Coach shall act in the best interest of the athlete’s development as a whole person.
The Coach shall accept the role of officials in providing judgment to ensure that
competitions are conducted fairly and in accordance with the established rules.
The Coach’s conduct toward other Coaches shall be characterized by courtesy, good
faith and respect.
The Coach shall maintain the highest standards of personal conduct and support the
principles of fair play.
© Canadian Curling Association and Coaching Association of Canada.
24
How to Develop Learning Facilitators for the Sport of Curling
Professional Development
6. Attend all required professional development and continuously seek to improve personal
abilities and performance on a regular basis.
Workshop Behaviour
7. Exhibit exemplary professional behaviour at workshops and/or evaluation sites.
8. Approach problems and issues (technical and non-technical) in a professional and
respectful manner seeking solutions that support due process.
9. Place the best interest of the coaches taking part in the workshops/evaluation events
ahead of my personal interests.
Harassment
10. Refrain from all forms of harassment: Physical, emotional, mental, or sexual.
For the purposes of this Code of Conduct, sexual harassment includes either or both of the
following:
 The use of 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,
 Create an offensive, hostile, or intimidating environment and can be reasonably
expected to be harmful to the recipient or teammates.
Responsibility
If there is disagreement or misalignment on issues, it is the responsibility of the LF/Evaluator to
seek alignment with the objectives, goals and directives of the
____________________________________ (P/TSO).
Please be advised that the _____________________ (P/TSO) board will take the necessary
disciplinary action should any material breach of the Code of Conduct occur.
I hereby declare having read the above and understand and accept the terms and conditions
outlined.
_________________________
Name (Please print)
_________________________
Signature
_____________
Date
© Canadian Curling Association and Coaching Association of Canada.
25
How to Develop Learning Facilitators for the Sport of Curling
TEMPLATE FOR THE LETTER OF SELF-NOMINATION
Date
Location
Name
Address
_____________
_______________
_______________________
_____________________
_____________________
_____________________
Dear________________, (P/TSO, P/TCC)
Please be advised of my interest in becoming a Certified LF for the
__________________________ (Context and Multi-Sport Workshops).
With this letter, I have enclosed an application form that demonstrates my experience in and
commitments to sport and particularly to Curling.
I am ready to begin the Learning Facilitator Training and Evaluation Process in the hope of
receiving my Learning Facilitator Certification.
I would be pleased if you would forward my name as a Learning Facilitator candidate. Please
contact me if you require further information or have any questions about my application.
_____________________________________________
Name
CC#
______________________________
E-Mail address and phone numbers
Encl.:
Resume
Transcript of NCCP Certification Status
© Canadian Curling Association and Coaching Association of Canada.
26
How to Develop Learning Facilitators for the Sport of Curling
COVER LETTER FOR PRELIMINARY LF WORKSHEET
________________________
LF Candidate Name
CC#__________
Dear LF Candidate,
We are delighted that you expressed in interest in becoming an LF. The purpose of the
Preliminary Worksheet is twofold:
1. To learn more about you
2. To give you an opportunity to learn more about the NCCP
Most of the information required to complete the Preliminary Worksheet can be found on the
CAC website:
 Overview of CAC: http://www.coach.ca/eng/about_cac/overview.cfm
 Training and certification: particularly the Learning Facilitator and Evaluator section
(password = communication) http://www.coach.ca/eng/certification/lf/index.cfm
 Frequently asked questions:
http://www.coach.ca/eng/certification/nccp_for_coaches/faq.cfm
 Inside Coaching: http://www.coach.ca/eng/inside_coaching/index.htm
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 LF.
2. Describe the skills, abilities, and characteristics of an effective LF.
3. What experience do you have working in adult education?
4. What strengths do you bring to the position of LF?
5. What skills and abilities do you think you need to develop to become an effective LF?
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 LF in developing these competencies?
9. Define:
© Canadian Curling Association and Coaching Association of Canada.
27
How to Develop Learning Facilitators for the Sport of Curling

Outcome

Criteria

Evidence
10. In your own words, outline the purpose of LF training.
© Canadian Curling Association and Coaching Association of Canada.
28
How to Develop Learning Facilitators for the Sport of Curling
LF CO-FACILITATION ASSESSMENT (USED TO DEBRIEF)
LF in Training: _________________________
Event: _______________________________
MLF: ________________________________
How Do You Feel?
LF explores his or her feelings about the facilitation and its outcomes.
MLF encourage LF in training to share these feelings, listening actively in a nonjudgmental fashion.
What Happened?
LF recalls data about what happened during the activity.
MLF creates and posts a chronological list of events.
What Did You Learn?
MLF begins this phase by presenting a principle and asking the LF in training for data that supports or
rejects it.
LF comes up with principles based on the activity and discusses them.
How Does This Relate to the Real World?
MLF and LF discuss the relevance of the activity (which can be used as a metaphor) for the LF in the
real-world setting.
What If?
MLF encourages LF to apply his or her insights to new contexts. MLF uses alternative scenarios to
speculate on how people's behaviours would change.
LF offers his or her own scenarios and discusses them.
What Next?
LF suggests a plan of action to improve weaknesses.
MLF discusses and completes Action Plan.
© Canadian Curling Association and Coaching Association of Canada.
29
How to Develop Learning Facilitators for the Sport of Curling
LF ACTION PLAN
LF in Training ____________________________
CC# ____________________________________
MLF ____________________________________
Step 3
LF candidate participates in training workshop or mentoring process
Strengths:
Weaknesses:
Plan of action:
Step 4
Observation 1
Strengths:
Weaknesses:
Plan of action:
Step 4
Co-facilitation 1
Strengths:
Weaknesses:
Plan of action:
Step 4
Co-facilitation 2 (if necessary)
© Canadian Curling Association and Coaching Association of Canada.
30
How to Develop Learning Facilitators for the Sport of Curling
Strengths:
Weaknesses:
Plan of action:
© Canadian Curling Association and Coaching Association of Canada.
31
How to Develop Learning Facilitators for the Sport of Curling
Step 5
Practice delivery 1 (Self-assessment)
Strengths:
Weaknesses:
Plan of action:
Step 5
Practice delivery 2 (Self-assessment)
Strengths:
Weaknesses:
Plan of action:
Step 5
Practice delivery 3 (Self-assessment) (If necessary)
Strengths:
Weaknesses:
Plan of action:
© Canadian Curling Association and Coaching Association of Canada.
32
How to Develop Learning Facilitators for the Sport of Curling
Step 5
Practice delivery 4 (Self-assessment) (If necessary)
Strengths:
Weaknesses:
Plan of action:
Step 5
Practice delivery 5 (Self-assessment) (If necessary)
Strengths:
Weaknesses:
Plan of action:
© Canadian Curling Association and Coaching Association of Canada.
33
How to Develop Learning Facilitators for the Sport of Curling
NCCP COACH OBSERVATION — DATA COLLECTION
Module and Comments:
Module and Comments:
Module and Comments:
LF EVALUATION FORM
Scoring
1
2
3
NI – Needs improvement. Evidence is incorrect / incomplete.
MMS – Meets minimum standard. Evidence is observed consistently throughout the workshop.
A – Advanced. Exceptional quality and attention to detail throughout the whole workshop.
Implement an appropriately
structured and organized
workshop
Evidence
Mark
Comments
Greets each coach as they arrive
Arrives at least 30 minutes before the
scheduled start of the workshop
Ensures that all materials are ready and
available to use
Sets up facility to enhance interaction among
coaches
Applies critical path to facilitate coaches in
identifying and solving problems
Provides breaks to reduce fatigue and
stimulate learning
© Canadian Curling Association and Coaching Association of Canada.
34
How to Develop Learning Facilitators for the Sport of Curling
Facilitate the achievement of outcomes
or learning objectives
Starts and finishes on time
Takes into account participants’ prior
experiences
Ensures that coaches stay on task to achieve
outcome or learning objective
Manages groups to ensure inclusion and
interaction among coaches
Provides opportunities to interact with all
coaches based on individual needs
Demonstrates ability to use equipment (AV or
other) to maximize engagement time
Promotes a positive image of Canadian sport
and models NCCP values and philosophy
Clearly identifies the outcome or learning
objectives to coaches
Facilitates coaches to draw on prior
experience to identify key issues related to the
task or outcome
Uses experience from other coaches,
reference materials, or resources to provide
links between current coaching paradigm and
desired coaching outcome
Facilitates coaches to identify areas for
change or enhancement of coaching methods
Uses questioning to enable critical reflection
Helps coaches find solutions and resolve
problems
Demonstrates thorough knowledge of module
contents to assist coaches to critically reflect
on current coaching practice
Total
© Canadian Curling Association and Coaching Association of Canada.
35
How to Develop Learning Facilitators for the Sport of Curling
LF EVALUATION FORM (CONT’D)
Scoring
1
NI – Needs improvement. Evidence is incorrect / incomplete.
2
MMS – Meets minimum standard. Evidence is observed consistently throughout the workshop.
3
A – Advanced. Exceptional quality and attention to detail throughout the whole workshop.
Evidence
Mark
Comments
Manage the group
to optimize coach
learning (optional)
Manage administrative aspects of the
modules and the NCCP
Display appropriate
communication and
leadership to enhance coach
learning
Ensures participants display mutual respect
Models openness to learning
Demonstrates and promotes active
listening
Adapts delivery to maximize different
learning styles
Speaks loud enough for all coaches to hear
Selects position in relation to group to gain
attention of all coaches
Uses language that is respectful and
promotes inclusion
Total
Ensures that facilities are available and
appropriate for Module 1-4 activities
Articulates NCCP philosophy and structure
to coaches in workshop
Answers questions regarding NCCP and
provides appropriate sources for more
information
Accurately processes required paperwork
Correctly completes NCCP registration
form and submits it to appropriate
organizing body
Ensures that facilities are available and
appropriate for Module 5-8 activities (if
appropriate)
Manages group discussion to allow
coaches appropriate opportunity to express
ideas and thoughts
Adapts delivery to accommodate the nature
of the group
Demonstrates an understanding of the
stages of group development
Total
Total
© Canadian Curling Association and Coaching Association of Canada.
36
How to Develop Learning Facilitators for the Sport of Curling
LF EVALUATION FORM (CONT’D)
Result
(NI,
MMS, A)
Criteria for Provide Support to
Coaches in Training Workshops
Implement an appropriately structured
and organized workshop
Facilitate the achievement of outcomes
or learning objectives
Display appropriate communication and
leadership to enhance coach learning
Manage administrative aspects of the
modules and the NCCP
Manage the group to optimize coach
learning (optional)
NI
(Needs
Improvement)
MMS
(Meets
Minimum
Standard)
A
(Advanced)
< 22
22-28
> 28 (no 1s)
< 12
12-16
> 16 (no 1s)
< 12
12-16
> 16 (no 1s)
<10
10
< 10 (no 1s)
<6
6
> 6 (no 1s)
© Canadian Curling Association and Coaching Association of Canada.
37
How to Develop Learning Facilitators for the Sport of Curling
Quality Assurance
The Canadian Curling Association has committed to reviewing and updating all
programs and resource material every three years.
Revisions will include feedback from participants, P/TSO’s and the NCCP Transition
Committee Members.
© Canadian Curling Association and Coaching Association of Canada.
38