How to Get Your Coaching Education Program Accredited

1. How to Get Your Coaching Education Program Accredited Learn From the Past Experience and Statistics Anita N. Lee, D.P.E., Department of Health & Physical Education, Eastern Connecticut State University Jarrod Schenewark, Ph.D., College of Education and Human Services, Marshall University • Suggested Inclusion • in Portfolio by Guidelines • (continue) • Guideline 15: • Align Learning Objectives, Learning Experiences, and Assessments for each standards and benchmarks. • Provide evidence in appendices and link the evidence with the content in Matrix D. • Guideline 16: • Provide clear instructional time. • Instructional time should be reasonably sufficient. • Common Program Strengths: • Plenty of practicum hours and opportunities to students. • High educational qualifications and rich coaching and leadership experiences of instructional staff. • Systematic supervision of practicum. • Students were able to develop seasonal and training plans. • Common Program Weaknesses: • Student practicum without systematic and continuous and objective evaluation • Elective courses – should cover all domains and standards • Contact Information • Anita N. Lee, (Leean@easternct.edu) • Jarrod Schenewark (schenewark@marshall.edu) • Purpose of Study • The purpose of this presentation is to introduce the compliance information of the National Council for Accreditation of Coaching Education (NCACE) accreditation guidelines and standards, to provide coaching educators with the information which will help their portfolio preparation when applying to the NCACE accreditation. The target audience of this presentation is coaching educators, especially those who are interested in the NCACE accreditation. The following information will be presented: (a) statistics of compliance rate for the NCACE accreditation in the past four years by guidelines and standards; (b) the reasons of complying or not complying by each guideline and standard; (c) materials and artifacts that readers and the Portfolio Review Coordinator are looking for; and (d) common mistakes when preparing portfolios. Question and answer session will be included at the end of this presentation. • Statistics of NCACE • Accredited Programs • (2008 – 2010) • Only Comprehensive Accredited Programs included. • Online programs were excluded. • By Level: • Level 1 : One • Level 3 : Four • Level 5 : One • By Type of Organization: •   College/University: Four • Non-Profit Organization: Two • Initial/Re-accreditation: • Initial Application: Two • Re-accreditation Application: Four • Approval Status: • Initial Review Approved: Three • Initial Review Conditional Approval: Three • Rejoinder Approved: Three • Issues negatively • influence portfolio approval • Unclear pagination. • Readers cannot locate the materials. • Materials/Evidence does not match with descriptions on matrices. • Web links/Hyperlinks do not work. • Missing learning experiences and assessments documentations. • No course objectives were included in syllabi. • Course objectives do not align with National Standards for Sport Coaches. • No training to instructors, staff, and students about the National Standards for Sport Coaches. • No instructors’ curricular vitae provided. • Suggested Inclusion • in Portfolio by Guidelines • Guideline 1: • Include program goals and objectives clearly. • Provide organization chart. • Having full time leadership staff • Guideline 2: • Provide evidence on instructors’ supervision. • Guideline 7: • Provide instructor-to-students ratio. • Guideline 8: • Provide evidence to inform staff, instructors, and students about the National Standards for Sport Coaches. • Guideline 10: • Provide system to evaluate the program and staff. • Guideline 12: Reliable and Valid Assessment • Provide assessment rubrics and align with learning objectives. • Provide method to assess discussion. • Provide the standard of pass/fail. • Guideline 14: • Provide prerequisite of entering the coaching education program. • Provide evidence on actively recruit underrepresented population in coaching.