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SUPPORT THE COMPETITIVE EXPERIENCE
Here are the criteria and evidences that will be evaluated in the Support the Competitive
Experience outcome:
• Pre-competition: Implements procedures that promote readiness for performance
o Coach has developed a game plan that outlines an appropriate level of strategies
or tactics for achieving desired performance during competition
o Coach identifies tactics and strategies that are consistent with athletes’ stages of
development and yearly objectives and reflects an analysis of both athletes
coaches and opponents
o Coach monitors and provides guidance for nutritional and hydration strategies
that will assist athlete’s physical performance in competition
o Coach oversees final adjustments in equipment (fine tuning, etc) in order to
maximize athlete performance
o Coach provides athletes wih clear information regarding their roles in order to
enhance individual and team performance in competition
o Coach works with athlete(s) and/or team to identify appropriate performance and
process goals and objectives
o Coach assesses the individual mental state of athletes relative to the demands of
the competition
o Coach implements pre-competitive procedures and measures that assist
athletes/team achieve an adequate mental state for performance by managing
the following appropriately: focus, distractions, negative anxiety, and/or social
factors (e.g., team cohesion, athlete interaction)
o Coach identifies tactics and strategies that are consistent with the rules of
competition and principles of fair play
o Coach explains tactics and strategies in a way that is clear for the athletes, and
checks for understanding
o Coach manages own anxiety/stress level in an effective way, in order not to
become a source of distraction for the athletes
• During competition: Makes decisions and interventions that promote lacrosse
performance
o Coach provides athletes with lacrosse information that identifies what and how
to achieve a greater performance by focusing on solutions and potential actions
o Coach makes sure athletes are focused on the task, not the result or scoreboard
o Where appropriate, coach provides athletes with recovery and fatigue
management modalities during the competition
o Coach identifies strategies to analyze key performance factors during the
competition to assist in correctly identifying potential causes of error, and/or
areas of improvement
o Coach uses interventions that provide strategic information (event specific),
manage athletes (substitutions, replacements), makes adjustments for equipment
(fine tuning, etc), or implement mental strategies (arousal control/re-focusing
strategies)
o Coach assesses the timing and interventions (or decisions to not intervene)
made during the competition as appropriate to lacrosse
For Evaluators:
A Guide to Coach Evaluation 35
o Coach assists and/or facilitates athletes in managing mental state during
competition that positively impacts athlete or team performance
o Coach makes adjustments to tactics and strategies as necessary in response to
how the competition unfolds or to significant events during the competition (e.g.
injury)
o Coach correctly interprets competitive rules and makes necessary adjustments
that positively impacts athlete or team performance
• After the competition: Uses the competitive experience in a meaningful manner to
further athletes’ development
o Coach assesses game plan after the competition and identifies what aspects of
the plan were successful and a rationale for what could be improved
o Coach debriefs performance with athletes, and provides constructive feedback
that identifies what and how to develop greater performance
o Coach uses analysis taken during the competition to review, interpret and modify
individual and/or team goals
o Coach uses post-competition assessment to identify goals or objectives of future
practices or competitions, where appropriate
o Coach assists athletes to reflect upon and choose successful tactics/strategies
for subsequent competitive performances
o Coach implements recovery and regeneration strategies to maintain optimal
performance for the next training session or competition
• Oversees logistics and support to create favourable conditions for performance in
competition
o Coach ensures that necessary lacrosse equipment is ready and available to use,
and is in good/safe condition
o Coach provides athletes/parents with necessary information pertaining to travel,
accommodation, competition schedules, competition location, rallying points, etc
o Coach provides clear procedures and team regulations pertaining to expected
standards of behaviours while away from home
o Coach coordinates safe and timely athlete and equipment transportation
o Coach clarifies competitive rules before the competition (e.g., eligibility,
modification of game rules) and communicates appropriate information to
athletes and other stakeholders (e.g., parents)
o Coach ensures that lacrosse elements and procedures (ie., facility, rules) are
accounted for to enable a safe and positive competition environment
o Coach ensures athlete’s meet nutritional expectations by providing appropriate
information on when and what to eat
o Coach plans for and communicates the roles and responsibilities of assistants
and other stakeholders (ie., other coaches, trainers, support experts, parents,
managers, etc).
A coach has two options for evaluation:
1. Direct observation (in-person during a game)
2. Indirect observation through a video submission of the candidate coaching a game.
Regardless of the method used, the evaluator must be able to verify that the evidences are
observable.
For Evaluators:
A Guide to Coach Evaluation 36
Prior to the in-person/video evaluation, the coach needs to have successfully completed
his/her evaluation workbook. Within the workbook, there are a number of evidences for
evaluating Support the Competitive Experience:
• Coaching and Leading Effectively
• Player Evaluations
• Psychological Skills
There are three (3) tools that will be used to evaluate the coach:
1. Game Observation Form
2. Game Script (used to support game observation form)
3. Debrief
Debrief
An evaluator-coach debrief following the observation of the game is a critical component of the
evaluation process. There are two purposes for the debrief: 1) to continue to gather necessary
information to verify specific evidences that may not have been clearly demonstrated during
the practice; and 2) to provide feedback to the candidate about what went well and what areas
need improvement. To this end, the debrief should help to shape a more global appreciation of
the coach’s competencies based on the required outcomes and criteria.
EVALUATION PROCEDURE
DIRECT (ON-SITE) OBSERVATION
Objectives of Direct Observation
1. Evaluate the coach’s ability to Support the Competitive Experience.
2. Provide the coach with an opportunity to develop and grow based on the feedback from
the evaluator.
3. If all criteria are met, certify the coach within the competitive-development context.
For the Evaluator
1. All evaluations must be conducted by CLA-recognized evaluators. To be a CLA-
recognized evaluator, the evaluator must have received the appropriate training. Refer
to the CLA document ‘Job Descriptions and Training Standards for Learning Facilitators
and Evaluators’ for more information as to how to become an accredited evaluator.
2. Evaluation workbook contains all procedures for evaluation including the required
criteria and evidences for the Support the Competitive Experience outcome.
3. Evaluator to receive coach’s information along with evaluation procedures from CLA.
• Coach’s name and contact information (including NCCP number)
• Team and division
• Location/time/date of the game
4. Evaluator to bring all documentation received from the CLA. Evaluator to walk coach
through the procedure and set up appropriate practice to observe. Provide the coach:
• Process for observation, including criteria and evidences
• Clarification of any questions or concerns
• Identify and discuss overall goals and objectives
• Identify any necessary logistics
For Evaluators:
A Guide to Coach Evaluation 37
5. Evaluator to have full access to dressing room before and after the game and must be
close enough to the bench to see and hear during the game.
6. Evaluator to conduct post-game debrief with coach to gain greater insight and give
coach an opportunity to clarify any concerns.
7. If evaluator requires further observation of any of the evidences, set up a 2nd evaluation.
8. Evaluator to provide the coach a summary of the evaluation.
9. Evaluator to send all documentation to the CLA and MA/AMA for registration.
For the Coach
1. Coach successfully completes evaluation workbook prior to in-person evaluation.
2. Complete and return to the CLA:
• Request for Evaluation Form
• Schedule of games
• A copy of the yearly plan for your team
3. Meet with the evaluator for at least an hour before and after each observation.
4. Prior to the game to be evaluated, provide the evaluator with the yearly plan, the game
line-up, and the game plan.
5. Assist with the evaluation process by permitting the evaluator access to the dressing
room and bench.
For Evaluators:
A Guide to Coach Evaluation 38
INDIRECT (VIDEO SUBMISSION) OBSERVATION
Objectives of Field Evaluation
1. Evaluate the coach’s ability to Support the Competitive Experience.
2. Provide the coach with an opportunity to develop and grow based on the feedback from
the evaluator.
3. If all criteria are met, certify the coach within the competitive-development context.
For the Evaluator
1. All evaluations must be conducted by CLA-recognized evaluators. To be a CLA-
recognized evaluator, the evaluator must have received the appropriate training. This
can be done by either the CLA or the MA/AMA.
2. Evaluation workbook contains all procedures for evaluation including the required
criteria and evidences for the Support the Competitive Experience outcome.
3. Evaluator to receive coach’s information along with evaluation procedures from CLA.
• Coach’s name and contact information (including NCCP number)
• Team and division
• Location/time/date of the game
• Yearly Plan
• Video submission
4. Evaluator examines the video to determine if he/she can observe all of the required
evidences.
5. Evaluator to conduct post-game telephone debrief with coach to gain greater insight and
give coach an opportunity to clarify any concerns.
6. If evaluator requires further observation of any of the evidences, set up a 2nd evaluation.
7. Evaluator to provide the coach a summary of the evaluation.
8. Evaluator to send all documentation to the CLA and MA/AMA for registration.
For the Coach
1. Coach successfully completes evaluation workbook prior to providing the video
submission.
2. Complete and return to the CLA:
• Request for Evaluation Form
• Video submission
• A copy of the yearly plan for your team
• The game lineup
• The game plan
3. Communicate with the evaluator for at least an hour after the observation.
For Evaluators:
A Guide to Coach Evaluation 39
PRE-OBSERVATION CHECKLIST
Coach Information
Name NCCP C C
Number
Surname First
Address
Number/Street
City Province Postal Code
Phone
Home Work Fax
Email
Name of
Team/Club
Division
Number of years
coaching
Date of
Observation
Item Yes Date
Completed evaluation workbook submitted by coach to
CLA
Evaluation workbook graded by evaluator
Evaluation workbook sent back to coach
Formal observation procedure sent to coach with
evaluation tools
Date and time of formal observation confirmed
Necessary game parameters are identified to the coach
Pre-observation feedback given to coach to identify
possible issues or concerns
Identify the context and logistics of observed game –
location in yearly plan, athlete development stage, etc
Discuss process for observation, including evidence
sought
Clarify any questions or concerns
Identify goals and objectives and discuss with coach
For Evaluators:
A Guide to Coach Evaluation 40
GAME OBSERVATION FORM
Coach NCCP C C
Name Number
Surname First
PROVIDE SUPPORT TO ATHLETES IN TRAINING
Mark Evidence Comments Scoring
Coach has developed a game plan that outlines 1 2 3
an appropriate level of strategies or tactics for
achieving desired performance during
competition
Coach identifies tactics and strategies that are
Some evidence, limited detail
Good evidence, sufficient detail
Exceptional evidence
consistent with athletes’ stage of development
and yearly objectives, and reflect an analysis of
both athletes coached and opponents.
Coach monitors and provides guidance for
nutritional and hydration strategies that will
assist athlete’s physical performance in
competition
Coach oversees final adjustments in equipment
(fine tuning, etc.) in order to maximize athlete
performance.
Pre-competition: Implements procedures
that promote readiness for performance
Coach provides athletes with clear information
regarding their roles in order to enhance
individual and team performance in competition.
Coach works with athlete(s) and or team to
identify appropriate performance and process
goals and objectives
Coach assesses the individual mental state of
athletes relative to the demands of the
competition
Coach implements pre-competitive procedures
and measures that assist athletes/team achieve
an adequate mental state for performance by
managing the following appropriately: focus,
distractions, negative anxiety, and/or social
factors (e.g. team cohesion, athlete interaction).
Coach identifies tactics and strategies that are
consistent with the rules of competition and
principles of fair play
Coach explains tactics and strategies in a way
that is clear for the athletes, and checks for
understanding.
Coach manages own anxiety/stress level in an
effective way, in order not to become a source
of distraction for the athletes
Total Points
For Evaluators:
A Guide to Coach Evaluation 41
Mark Evidence Comments Scoring
Coach provides athletes with lacrosse 1 2 3
information that identifies what and how to
achieve greater performance by focusing on
solutions and potential actions.
Coach makes sure athletes are focused on the
Some evidence, limited detail
Good evidence, sufficient detail
Exceptional evidence
task, not the result or scoreboard.
interventions that promote lacrosse performance
Where appropriate, coach provides athletes with
During competition: Makes decisions and
recovery and fatigue management modalities
during the competition
Coach identifies strategies to analyze key
performance factors during the competition to
assist in correctly identifying potential causes of
error, and/or areas for improvement.
Coach uses interventions that provide strategic
information (event specific), manage athletes
(substitutions, replacements), make
adjustments for equipment (fine tuning, etc.), or
implement mental strategies (arousal control /
re-focusing strategies).
Coach assesses the timing and interventions (or
decisions to not intervene) made during the
competition as appropriate to lacrosse.
Coach assists and or facilitates athletes in
managing mental state during competition that
positively impacts athlete or team performance
Coach makes adjustments to tactics and
strategies as necessary in response to how the
competition unfolds or to significant events
during the competition (e.g. injury).
Coach correctly interprets competitive rules and
makes necessary adjustments that positively
impact athlete or team performance.
Total Points
Mark Evidence Comments Scoring
Coach assesses game plan after the competition 1 2 3
After the competition: Uses the competitive experience in
and identifies what aspects of the plan were
successful and a rationale for what could be
improved.
Coach debriefs performance with athletes, and
provides constructive feedback that identifies what
a meaningful manner to further
and how to develop greater performance.
athletes’ development
Coach uses analysis taken during the competition
to review, interpret and modify individual and/or
team goals
Coach uses post-competition assessment to identify
goals or objectives of future practices or
competitions, where appropriate.
Coach assists athlete to reflect upon, and choose
successful tactics/strategies for subsequent
competitive performances.
Coach implements recovery and regeneration
strategies to maintain optimal performance for
the next training session or competition.
Total Points
For Evaluators:
A Guide to Coach Evaluation 42
Mark Evidence Comments Scoring
Coach ensures that necessary lacrosse equipment 1 2 3
is ready and available to use, and is in good/safe
condition.
Coach provides athletes/parents with necessary
Some evidence, limited detail
Good evidence, sufficient detail
Exceptional evidence
information pertaining to travel, accommodation,
competition schedules, competition location, rallying
points etc.
Coach provides clear procedures and team
regulations pertaining to expected standards of
behaviours while away from home.
Coach coordinates safe and timely athlete and
equipment transportation.
Coach clarifies competition rules prior to the
competition (i.e. eligibility, modification of game
rules) and communicates appropriate information to
athletes and other stakeholders.
Coach ensures that lacrosse elements and
Oversees logistics and support to create favourable
procedures (i.e. facility, rules) are accounted for to
enable a safe and positive competition environment.
conditions for performance in competition
Coach ensures athlete’s meet nutritional
expectations by providing appropriate information
on when and what to eat.
Coach plans for and communicates the roles and
responsibilities of assistants and other stakeholders
(i.e. other coaches, trainers, support experts,
parents, managers, etc.).
Total Points
Coach can identify individual learning styles and
provide appropriate interventions that promote
learning for athletes based on their preferred style
Coach correctly analyzes the cause of performance
errors based on “referent model” used to analyze
athlete performance during practice
Coach implements corrective measure based on
defined “referent model” used to analyze athlete
performance during the practice
Coach provides feedback, questioning and
instruction that clearly identifies what to improve
and how to improve
Coach selectively uses feedback during the drill to
constructively reinforce athletes’ effort and
performance
Coach correctly uses delayed or summative
feedback techniques, and consciously determines
when to inhibit feedback to promote critical thinking
Coach identifies corrections that focus athlete(s)’
attention towards external cues, or on the
anticipated effects of the movement rather than
focusing on more internal aspects of the movement
(e.g. the position of a body segment).
Total Points
Rank Planning Element NI ME EE
Pre-competition: Implements procedures 0-17 18-24 25-
that promote readiness for performance 33
During competition: Makes decisions and interventions that 0-13 14-22 23-
promote lacrosse performance 27
For Evaluators:
A Guide to Coach Evaluation 43
After the competition: Uses the competitive experience in 0-9 10-14 15-
a meaningful manner to further 18
athletes’ development
Oversees logistics and support to create favourable 0-12 13-18 19-
conditions for performance in competition 24
NI = Needs Improvement
ME = Meets Expectations
EE = Exceeds Expectations
For Evaluators:
A Guide to Coach Evaluation 44
Competition – Development
NCCP Competency Template – Game Script
Date
Coach
CC number: C C
Name
Surname First Name
Apt. Street
Address
City Province Postal Code
Phone
( ) ( ) ( )
Home Business Fax
E-mail
Game Script: This tool is to be used during the evaluation of the “Support the Competitive Experience” outcome. The purpose is to provide a
sequence for debriefing a coach. It is used to track key moments in a game as a guide to debriefing the coach about interventions and
adjustments.
Evaluator
Surname First Name
Apt. Street
Address
City Province Postal Code
Phone ( ) ( ) ( )
Home Business Fax
E-mail
For Evaluators:
A Guide to Coach Evaluation 45
TIME SCORE EVENT COMMENT
For Evaluators:
A Guide to Coach Evaluation 46
DEBRIEF
1. Opening: Asking Key Questions.
Examples:
• “What did you think went well and why?” “What might you have done better and how
would you change it?”
• “Did you consider other ways to do that?”
•
2. Facilitation: Leading the coach in guided discovery to probe areas for further evidence.
Examples:
• What changes did you make to your game plan? Why did you make those changes?
• I noticed that you did ___________, why did you do that, or, what might you have done
differently? [Evaluator should utilize the game script to prompt questions]
•
3. Closing: Summarizing key points and providing feedback
Examples:
• Overall I thought that you did ___________ well. You may want to consider trying
__________ in the future.
• I observed that <<a specific scenario>> occurred, and thought that you should be aware
of its impact during the game.
ACTION PLAN
NEEDS IMPROVEMENT
Identify what the coach needs to do in order to complete the successful evaluation in
a particular outcome. This may involve a re-submit, or a re-observation.
Action Planning (Next Steps)
MEETS EXPECTATIONS
Identify to the coach what needs to happen in order to maintain certification. This
may include identifying appropriate professional development opportunities,
mentorship, etc.
EXCEEDS EXPECTATIONS
In outcomes where the coach has performed exceptionally well, identify
opportunities to gradate to a more expert level. This may involve further evaluation
and/or training. Identify further opportunities to continue to excel in coaching.
For Evaluators:
A Guide to Coach Evaluation 47
EVALUATION SUMMARY
OUTCOME RANK CRITERIA Check
EVALUATED (NI, ME, EE) EVALUATED E = Successful
Evaluation
N = Not Ready
Support the Pre-competition:
Competitive Implements
Experience procedures that
promote
readiness for
performance
During
competition:
Makes decisions
and
interventions
that promote
lacrosse
performance
After the
competition:
Uses the
competitive
experience in a
meaningful
manner to
further athletes’
development
Oversees
logistics and
support to create
favourable
conditions for
performance in
competition
For Evaluators:
A Guide to Coach Evaluation 48
