Coaching Practical Assessment

In this lesson you will learn how the practical assessment works. After you register your interest, an authorised WFA assessor or committee member checks that you have completed WFA1114 and approves you. You will agree a date, group and session focus with the assessor. On the day, you will plan, deliver and review a complete session independently while the assessor observes. You will also complete the written questions in this module. The assessor will look for safe practice, good organisation, clear communication, appropriate challenge, effective feedback and honest reflection. If you are not successful first time, you will receive feedback and may try again, up to the attempt limit.

• Register interest and await approval
• Plan, deliver and review independently
• Complete the written questions
• Feedback is given and further attempts are allowed

In this lesson you will review the assessment criteria. The assessor will want to see a clear, written session plan with a specific aim, progressive activities, timings, equipment and safety notes. They will observe how you check the area, manage protective equipment and keep groups safely spaced. They will watch how you communicate, demonstrate and use questions, and how you adapt activities using STEP. They will note the quality of your feedback and how well you manage behaviour and the unexpected. Finally, they will listen to your review and reflection. Use this list as a checklist while you prepare.

• Clear plan with aim, activities and safety notes
• Safe area, equipment and spacing
• Clear communication, demonstration and questioning
• Adapting, feedback, management and reflection

In this lesson you will recap safety and safeguarding. Safety always comes first. Check the playing area and equipment before every session, make sure batters and keepers wear the correct protective equipment including helmets against a hard ball, and keep groups well spaced with hitting directed away from people. Know the first aid arrangements and emergency procedure, and stop activities that become unsafe. Follow the ECB fast bowling directives for young bowlers. For safeguarding, follow the WFA policy, never work alone and unseen with a child, communicate appropriately and report any concern promptly to the welfare lead. Remember this course does not replace accredited first aid or safeguarding training.

• Check area and equipment every session
• Helmets and protective equipment for hard-ball work
• Follow ECB fast bowling directives for juniors
• Follow safeguarding policy and report concerns

In this lesson you will recap planning. A good session has a clear, specific aim with one or two main focuses, shared with players at the start. Sessions usually follow a welcome, a themed warm-up, skill development that progresses from simple to more challenging, a game or scenario, then a cool-down and review. Gather information about your players beforehand, plan timings, space and equipment, carry out a simple risk assessment and prepare a contingency plan. After the session, review what went well and what to change, and note it for next time. Planning is what frees you to focus on the players.

• Clear aim with one or two focuses
• Warm-up, skill, game, cool-down and review
• Risk assessment and contingency plan
• Review and record after every session

In this lesson you will recap communication and feedback. Gather players so they can see and hear you, with the sun behind them. Keep instructions short and say what to do rather than what not to do. Demonstrate from the best angle two or three times, telling players what to look for first. Use open questions to check understanding and help players discover solutions. Adapt language for different ages and abilities, and keep your tone positive. When giving feedback, observe several repetitions, find the root cause rather than the symptom and give specific, timely and focused feedback, usually on one point at a time.

• Short instructions; say what to do
• Demonstrate two or three times from the best angle
• Use open questions to check and discover
• Feedback that is specific, timely and focused

In this lesson you will recap the technical modules. For batting, coach a relaxed grip, a balanced stance with a still head, front-foot play with the head leading and back-foot play moving back and across, plus clear running calls. For bowling, coach a seam grip in the fingers, a rhythmical run-up, an aligned action, and the Laws on the front and back foot. For fielding, coach the ready position, catching with soft hands, long and short barriers, attacking pick-ups and side-on throwing. For keeping, coach a low stance, footwork, soft hands and standing up to spin with a helmet. Use safe, progressive feeds and practices throughout.

• Batting: grip, stance, front and back foot, calling
• Bowling: grip, rhythm, alignment and fair delivery
• Fielding: ready position, catching, barriers, throwing
• Keeping: stance, footwork, soft hands, helmet when up

In this lesson you will recap progressions and inclusion. Players move from working out a skill to performing it automatically. Progress practices from closed and predictable to open and match-like. Use STEP, which stands for space, task, equipment and people, to adjust difficulty for the group or individuals, and use constraints to guide behaviour. Aim for players to succeed often but not always, around seven times in ten. For inclusion, ask players what helps rather than assuming, run the same activity at different levels, use softer balls when adults and children mix, stretch able players with leadership roles and challenge any teasing or exclusion immediately.

• Closed to open, simple to match-like
• STEP: space, task, equipment, people
• Aim for success around seven in ten
• Ask what helps and include everyone

In this lesson you will recap tactics and player development. A T20 innings has a six-over powerplay with no more than two fielders outside the thirty-yard circle, middle overs and death overs, with no more than five fielders outside the circle after the powerplay. A front-foot no-ball brings a free hit. Always check the WFA competition regulations for local conditions. Use scenario practices and questions to build decision-making. For assessing progress, set SMART goals with players, consider the four corners of development, use repeatable skill challenges and checklists, view statistics in context, store records securely and share progress privately and positively.

• Powerplay: six overs, two fielders outside
• Free hit after a front-foot no-ball
• SMART goals and the four corners
• Secure records, private positive conversations

In this lesson you will look beyond the assessment. Successful coaches receive the WFA Coaching Award and may be invited to lead sessions at Winnston Park, support newer coaches and help with junior and family cricket. Keep developing by reflecting on every session, watching other coaches and asking for feedback. The WFA Coaching Award is a Winn Family Association award and is not an ECB qualification. To gain a nationally recognised qualification, follow the official ECB coaching education pathway, which includes courses such as Foundation Coach and Core Coach, together with any safeguarding and criminal records requirements. The WFA warmly encourages you to take that next step.

• The WFA Coaching Award recognises independent leading
• Keep reflecting and learning from others
• WFA awards are not ECB qualifications
• Continue on the ECB coaching pathway