Module 3: Understanding the Evaluation Process

17

Understanding the Evaluation Process

Overview of Competition Introduction Position Coach
In accordance with Football Canadas Long Term Athlete Development Model (Football for Life), the
Competition-Introduction context is designed for athletes age 13-18 years, with a developmental
training age of 2 10 years in Football. At the younger ages 13-14 years, the focus is Learn to Train,
the focus for players aged 15-16 is Train to Train, while the senior portion of the context (ages 17-
18 years) the focus shifts to Train to Compete. However, it is imperative that coaches recognize that
there will be athletes entering the Competition Introduction context with zero (0) years of football
experience and that appropriate developmental opportunities are provided for them.

The Competition-Introduction Position Coach course is designed to enhance a coachs capacity to fill
the role of an assistant coach with responsibility for one specific position (Quarterbacks, Receivers,
Running Backs, Offensive Line, Defensive Line, Linebackers, Defensive Backs or Special Teams Skills)
within the Competition-Introduction context.

In order to obtain certification as a Competition-Introduction Position Coach, a coach only needs to

complete training in the position to which they seek certification. Further, as a form of Professional
Development, coaches are encouraged to complete training and seek certification in more than one
specific position area to broaden their coaching knowledge and skill set.

The Coach Gradation pathway in the Competition-Introduction context is Position Coach to

Coordinator to Head Coach. If a coach wishes to become certified as a Competition-Introduction
Offensive or Defensive Coordinator, he/she must be certified as a Competition-Introduction Position
Coach in a minimum of one specific position area and be trained in at least one other position within
the Coordinator context he/she is seeking certification. The pre-requisite to be a Special Teams
Coordinator is to be certified with Special Teams Skills. As a prerequisite for certification as a Head
Coach within this context, a coach must be certified in one of the three coordinator positions.

In the Competition-Introduction context a Position Coach can progress horizontally by successfully

completing training in any number of the eight position areas (QB, RB, REC, OL, DL, LB, DB, and STS).
Once certified within one position, there is no evaluation for additional positions, only successful
completion of the training.

Finally, it is important to note that a coach can progress both vertically and horizontally at the
same time. For example a coach who has been certified as a Coordinator may continue to grow
professionally by completing further training in any of the position areas.

It is important to know that as the NCCP continues to develop a number of additional Professional
Development opportunities will be available.

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18 Module 3: Understanding the Evaluation Process
Gradation and Professional Development within the Competition-Introduction context

Evaluation Process
The objective of Football Canadas coach education program is to provide the right training at the right
time and evaluate the coachs competencies within the context that he/she is coaching. The training
and certification processes are based upon a series of outcomes and criteria prescribed by Football
Canada and the NCCP. The outcomes and criteria are further described through a series of evidences.
These evidences provide the evaluator with the standard of performance required for each criterion.

Steps Required For Certification

Step 4
Successfully complete
required on site observation
by Football Canada
approved Evaluator

Step 3
Successfully complete
the On-line Make Ethical
Decisions Evaluation

Step 2
Successfully complete
the Post Workshop
Assignment

Step 1
Complete all required
training

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 Module 3: Understanding the Evaluation Process 19
Coaching Pathway to Certification

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20 Module 3: Understanding the Evaluation Process
Training and Certification Process

Step 1
Complete all required training

Coach Step 2 Step 3 Step 4

attends MED Coach Completes Coach submits PWA elec- Coach applies for onsite
module Online MED tronically to LF who formal observation
provided the training

Coach Coach PSO approves on-sight

unsuccessful successfully observation & assigns an
in completes Online evaluator
completing MED
Online MED

Coach PWA is Coach PWA is Evaluator contacts coach to

returned for evaluated by establish logistics of the
completion LF observation process

Pre-brief

Coach PWA is Coach PWA Formal Coach

evaluated as evaluated as observation(s) completes
incomplete complete Action Plan

CAC records the De-brief

successful completion of
the MED in the data base.

Coach Coach
LF notifies (PSO) that coach meets needs
has successfully completed standard improvement
the assignment and submits
Evaluation Tool A.
Action Plan Completed
& Signed

Evaluator notifies (PSO) that coach has

successfully completed observation and
submits Evaluation Tool B. PSO INFORMS FC

Certification Granted by Football Canada

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 Module 3: Understanding the Evaluation Process 21

Partner Roles and Responsibilities

Football Canada Develop evaluation specifications
Trained Master Learning Facilitators /Master Evaluators
Work with CAC to ensure that the Evaluation Program (in all
aspects) conform with NCCP policies and procedures
Receive results of evaluations
Develop, maintain & update MFL/ME, LF & E in the database
Develop, review & update program resources on a regular basis
Conduct refresher training as required
Communicate with PSOs, MLF, ME, LF and E
Develop, manage & maintain an Evaluation Quality Control
Program
Develop and Manage an Evaluation Program Appeals process
Maintain consistency across the country by auditing the
evaluation process

PSO Develop a thorough knowledge of the evaluation guidelines

Approve the Selection of Evaluators
Arrange for the training of Evaluators
Manage Evaluators Program in the province (Recruitment,
Application, Selection, Training, Approval, Assignment, &
Record Management of MEs & Evaluators)
Ensure that the MED On-Line Evaluation and PWA are
satisfactorily completed
Manage the Audit Program of the PWA evaluations & Formal
Onsite Observations
Mediate any disputes arising from the evaluation or the
evaluation process
Approve Coaches requests for Evaluation
Specifically approve One-Visit Evaluations
Forward the results of the evaluation to Football Canada

Master Learning Develop a thorough Knowledge of the evaluation guidelines &

Facilitator / Master processes
Evaluator Remain current with policies/procedures/training requirements
of evaluation
Recruit out of context Evaluators;
Work with PSO to select Evaluators;
Train, Mentor & Evaluate Evaluators;
Work with PSO to establish and manage the provinces
Evaluation Program to maintain Quality Control;

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22 Module 3: Understanding the Evaluation Process

Conduct audits of Post Workshop Assessment Evaluation

& Formal On-Site Observation & report finding &
recommendations to PSO & Football Canada
Witness the signing of the NCCP Evaluator Code of Conduct;
Forward completed & signed NCCP Evaluator Code of Conduct
forms and Course Registration Form to the PSO
Submit an Annual Report to PSO & Football Canada;
Make recommendations to Football Canada to improve the
Evaluation Program

Evaluator (Onsite Develop a thorough knowledge of the evaluation guidelines

Observation) Remain current with policies/procedures/training requirements
of evaluation
Receive training from a Master Evaluator
Complete at least one evaluation at the Evaluator training session
Read & Sign the NCCP Evaluator Code of Conduct
Receive approval from PSO before conducting a Formal On-
Site Observation (Evaluation)
Contact the coach to arrange and conduct a pre-brief
Observe the coach deliver a practice
Complete the Evaluation Tool
Prepare for and conduct a debrief
Develop an Action Plan with the coach
Make Recommendation for Coach Certification
Share the final evaluation and recommendation with the coach
Submit the necessary evaluation documents to the PSO

Learning Facilitator as Develop a thorough knowledge of the Outcomes, Criteria and

an Evaluator Evidence and the evaluation process
Receive training in Evaluating the PWA
Read & Sign the NCCP Evaluator Code of Conduct
Receive approval from the PSO before beginning to Evaluate
PWAs
Receive coaches Post Workshop Assessment
Evaluate the Post Workshop Assessment
Provide coach feedback on the Evaluation based upon Part A
Post Workshop Assessment
Re-evaluate Post Workshop Assessment if necessary
Forward the results of the evaluation to Provincial Sports
Organization

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 Module 3: Understanding the Evaluation Process 23

Coach Attend coach training

Understand the Evaluation Process
Submit completed PWA to LF who conducted the training
Successfully complete MED On-Line Evaluation
Coach team until ready to start the observation process
Apply to PSO for an On-Site observation
Participate in the pre-brief
Be observed by evaluator
Participate in a debrief
Participate in the development of an Action Plan
Complete the follow-up activities outlined in the Action Plan
If necessary repeat pre-brief, observation & de-brief process
Receive updated status from CAC
Complete On-line survey of evaluation process

Components of Evaluation
Evaluation of the Competition-Introduction Position Coach is composed of three components:

On-line Make Ethical Decision Evaluation

ost Workshop Assignment
Formal On-Site Observation
The purpose of these evaluations is to provide the coach opportunities to demonstrate his/ her
competency in performing their role of a positional coach.

Outcomes Evaluated
To be certified in the Competition-Introduction Position Coach Context football coaches must be
evaluated in the following outcomes:

Make ethical decisions Apply correctly the 6 step NCCP make ethical decisions process to a
scenario that is important in the Competition-Introduction context
Plan a practice Plan/design a practice that is purposeful , organized and appropriate for the age
group, while reflecting safety considerations
Provide support for the athlete in training Implement a practice plan that is enjoyable, safe,
structured and consistent with the NCCP philosophy and values
Instruct, analyze and correct performance Demonstrate technical competency by identifying,
instructing, analyzing, detecting and correcting errors in the technical and tactical performance
of tackling as well as key skills related to the football position in which the coach is seeking
certification.
Assisting the coach to meet the standard in all these outcomes may require the Evaluator to fulfill
the functions of a mentor, assessor and evaluator. In most cases this will require more than one
observation. It is this need for multiple observations that puts the Head Coach in the ideal position to
act as the Evaluator.
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24 Module 3: Understanding the Evaluation Process

Outcomes, Criteria and Methods of Evaluation

Outcomes Criteria Methods of
Evaluation

Make ethical Apply correctly the 6 step NCCP make ethical NCCP On-line
decisions decisions process Evaluation
Plan a practice Identify appropriate logistics for practice Post Workshop
Identify appropriate activities in each part of the Assignment
practice, for which the coach is responsible Formal On-Site
Design an emergency action plan Observation of a
practice
Know the Signs & Symptoms of a Concussion
and immediate action to follow
List the Six Recovery Steps for Returning to
Play after a Concussion

Provide support to Coach is vigilant to players safety throughout Formal on-site

athlete in training the practice observation of a
Ensure that the practice environment is safe practice

Implement an appropriately structured and

organized practice
Make interventions that promote learning

Instruct, analyze, Explains skills to be performed tackling, run play Formal on-site
and correct (offense/defense), and pass play (offense/defense) observation of a
performance and Selected specialist skills in the Kicking Game practice
Provide a demonstration of the skill which
emphasizes the key coaching points
Analyze performance through active observation
Identify (detect) the common errors that have a
direct impact on performance of the skill
Communicate the errors that have a direct
impact on performance
Make corrections based upon observation
Communicate corrections in a clear, concise,
and supportive manner
Prescribe an appropriate activity or drill that
assists the player to make corrections
Make corrections through physical contact with
the player when appropriate
Demonstrates technical competency by
identifying, explaining & demonstrating 5 skills
relevant to their position & teams system
Coach safely instructs, demonstrates & corrects
tackling skills

Evaluator Reference Material CompetitionIntroduction Position Coach

Competition Introduction

Module 4
Introduction to
Evaluation Tools

Position Coach
 Module 4: Introduction to Evaluation Tools 25

Introduction to Evaluation Tools

To adequately evaluate the three required outcomes (Note: Make Ethical Decisions outcome is
evaluated on line):

Plan a practice Plan/design a practice that is purposeful, organized, and appropriate for the age
group, while reflecting safety considerations
Provide support for the athlete in training Implement a practice plan that is enjoyable, safe,
structured, and consistent with the NCCP philosophy and values
Instruct, analyze, and correct performance Demonstrate technical competency by identifying,
instructing, analyzing, detecting and correcting errors in the technical and tactical performance of
tackling as well as key skills related to the position in which the coach is seeking certification

Note: refer to Technical Competencies on pages 33, 34 and 35

Requires that:

the Post Workshop Assignment must be completed and evaluated

the coach must be observed coaching within the context
Therefore evaluation of the Position Coach within the Competition-Introduction context has two parts:

Part A: Post Workshop Assignment

Part B: Formal On-Site Observation

Part A: Post-Workshop Assignment

Evaluation Tool Part A: Post-Workshop Assignment focuses on one outcome.

Plan a practice Plan/design a practice that is purposeful, organized and appropriate for the age
group, while reflecting safety considerations
There are five (5) criteria for this outcome:

Identify appropriate logistics (time allocation & equipment requirements) for a practice
Identify appropriate activities in each part of the practice for which the position coach is
responsible
Design an Emergency Action Plan
Know the Signs & Symptoms of a Concussion and immediate action to follow
List the six (6) Recovery Steps for Returning to Play after a Concussion
For each criterion there are two evidence statements against which the submitted the Post Workshop
Assignment will be evaluated. The Outcome, Criteria, and Evidences are described on the
next page. Each statement corresponds to a Standard of Performance. There are two Standards of
Performance:

M Meets Expectations
N Needs improvement

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Evaluation of Post Workshop Assignment

The Post Workshop Assignment will be evaluated by the Learning Facilitator who facilitated the
coachs training.

This part of the evaluation provides evidence that the coach understands the Plan a Practice outcome.
As well it provides a check on the evaluations being done by the Evaluator. For example, if coaches
are being evaluated and their PWAs do not reflect an understanding of the material, and the Formal
Onsite Observation indicates that the Coach has met the standard for Planning a Practice, it may be
necessary to review the Evaluators process of evaluating the position coaches.

Evaluation Tool Part A: Post Workshop Assignment

Instructions: For each criterion, put a checkmark beside the evidence that best describes what you observed.

Coachs Name CC#

Evaluators Name CC#

Outcome: Plan a Practice

Evidence Standard Comment

Criteria: Identify appropriate logistics for practice

Coachs plan has a clearly identifiable goal, outline, M

and timeline that plan to make optimal use of time and
equipment and is appropriate for the time of the season

Practices objectives, outline, and timelines are vague or N

not clearly identified and/or is not appropriate for the time
of the season

Criteria: Identify appropriate activities in each part of the practice

Planned activities are sequenced and allotted sufficient M
time to contribute to the development of skills that are
appropriate to the level of skill development (acquisition,
consolidation, refinement) and stage of athlete
development, while inducing the proper training effect

Planned activities do not relate to overall practice goal N

and/ or are unsafe and/ or do not contribute to skill
development or training

Criteria: Design an Emergency Action Plan

EAP includes the location of telephones and emergency M

telephone numbers, specific directions to reach the
practice site (which may include a map or list of key
instructions), designates a charge person and call person
with roles and responsibilities

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 Module 4: Introduction to Evaluation Tools 27

EAP lacks information to be useful in an emergency N

situation

Criteria: Know the Signs & Symptoms of a Concussion and immediate action to follow

Knows 12 signs & symptoms of a concussion and states M

the appropriate action to take if a player is symptomatic

Does not know 12 signs & symptoms or states incorrect N

signs & symptoms and/or does not state the correct
procedure should an athlete be symptomatic

Criteria: List the six recovery steps for returning to play after a concussion

List the 6 steps to return to play after a concussion M

Unable to list 6 steps to return to play after a concussion N
or lists in-correct steps

Note: A completed practice plan must be presented as part of the post workshop assignment.

Part B: Formal On-Site Observation

Evaluation Tool Part B consists of Outcomes, Criteria, and Evidences which are examined through
formal observation of the coach coaching in his/ her context. This tool addresses three outcomes:

Plan a practice Plan/design a practice that is purposeful, organized, and appropriate for the age
group, while reflecting safety considerations
Provide support for the athlete in training Implement a practice plan that is enjoyable, safe,
structured, and consistent with the NCCP philosophy and values
Instruct, analyze, and correct performance Demonstrates technical competency, by identifying,
instructing, analyzing, detecting and correcting errors in the technical and tactical performance
of tackling as well as the key skills, related to the football position in which the coach is seeking
certification

Note: refer to Technical Competencies on pages 33, 34 and 35

There are five criteria for the Plan a Practice outcome, six criteria for Provide Support in Training
outcome, and eleven criteria for Instruct, Analyze, & Correct Performance.

For each criterion there are two evidence statements against which the observation will be evaluated.
The Outcomes, Criteria, and Evidences are described in the Evaluation Tool. Each statement
corresponds to a Standard of Performance. There are two Standards of Performance:

M Meets Expectations

N Needs improvement

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Evaluation by Observation
The Coach will be evaluated by a trained Evaluator, who may or may not be the coachs Head Coach.
The Evaluator will assess the coach during a practice with an emphasis on the sections of the practice
that relate to the outcomes being evaluated Plan a Practice, Provide Support in training, and Instruct,
Analyze, and Correct Performance.

Ideally, the formal observation should be completed over several practices. Therefore, an evaluator will
need to observe the coach more than once to see all of the evidences for all of the criteria. After each
observation, the Evaluator should complete an Action Plan.

However, there may be circumstances where only one Formal On-Site Observation is practical. These
circumstances may be due to logistics (time, travel, expense, Evaluator availability, disruption to
practice, teams schedule).

Authority to conduct a one-visit evaluation must be obtained from the PSO, before the visit can take
place.

Evaluation Tool Part B: Formal Observation

Instructions: For each criterion, put a checkmark beside the evidence that best describes what you observed.

Outcome: Plan a Practice

Evidence Standard Comment

Criteria: Identify and implement appropriate logistics for the portion of practice for which the
coach is responsible

The coachs portions of the practice has a clearly stated M

goal that is supportive of the overall practice plan
objective

The coach does not have a clearly stated goal and/ or N

the coachs portion of the practice does not relate to the
overall practice plan objective

Criteria: Identify and implement appropriate activities for the portion of practice for which the
coach is responsible

Planned activities contribute to the development of skill M

and are appropriate to the level of skill (physical, technical,
or tactical) development (acquisition, consolidation,
refinement) and stage of athlete development and time
allocation for each activity is being followed

Planned activities do not contribute to the development N

of athletic abilities, and/ or are inappropriate for the game
of football, and/ or are inconsistent with NCCP growth
and development principles or coach does not follow
time allocation in practice plan

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 Module 4: Introduction to Evaluation Tools 29

Criteria: Coach is prepared to implement the EAP if required during practice

Coach is able to explain EAP procedures and point out M

location of telephone, first aid kit, location of trainer when
queried

Coach is unable to outline EAP or point out location N

of telephone, first aid kit, and trainer when queried
generally unprepared to respond to an emergency

Criteria: Know the Signs & Symptoms of a Concussion and immediate action to follow

Knows 12 signs & symptoms of a concussion and states M

the appropriate action to take if a player is symptomatic

Does not know 12 signs & symptoms or states incorrect N

signs & symptoms and/or does not state the correct
procedure should an athlete be symptomatic

Criteria: List the six recovery steps for returning to play after a concussion

List the 6 steps to return to play after a concussion M Not Observed

Unable to list 6 steps to return to play after a concussion N
or lists in-correct steps

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Outcome: Provide Support to Athletes in Training

Evidence Standard Comment

Criteria: Coach is vigilant to players safety throughout the practice

Coach positions him/herself in a location to maintain M

control of the activity and responds to and enforces safety
rules when player partake in unsafe or disruptive behavior
immediately

Coach leaves unsafe and disruptive behavior unchecked N

Criteria: Ensure that the practice environment is safe

Coach surveys the practice environment prior to practice M
and ensures that there are minimal risks and/ or coach
can identify adjustments to the practice only after
a dangerous situation becomes evident (i.e.: Coach
determines drill or activity is unsafe and needs to be
altered)

Coach only completes a cursory survey (or no survey at N

all) of the environment prior to practice and/ or coach
unable to recognize a potential risk and/ or coach
recognizes a potential risk, but is unable to adjust the
environment to make the practice safe

Criteria: Implements an appropriately structured and organized practice

Coach implements activities as outlined in the practice M

plan, ensuring that athletes of equal size, ability &
experience during drills that involve contact and adjusts
practice to the number of players in attendance

Coachs lesson does not resemble the practice plan and/ N

or drills appear disorganized and/ or too many players
are waiting to take their turn and/ or there is mismatches
in ability, size, experience and / or is unable to adjust
practice to number of players in attendance

Criteria: Makes interventions that promote learning

Coach selectively uses feedback during the drills to M

constructively reinforce athletes effort and performance

Coachs feedback is vague and does not address key N

learning points and/ or feedback often starts with dont

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 Module 4: Introduction to Evaluation Tools 31

Criteria: Ensures explanations are brief and heard and seen by all players

Coach provides brief (2-3 pieces of information) in a voice M

loud enough to be heard by all the players from a location
that is visible by all the players

Coach cannot be heard and/ or seen by all players and/ N

or provides excessive information and/ or uses jargon not
easily understood by the players

Criteria: Ensures athletes are active (high level of activity)

Coach provides explanation that utilizes less than 10% of M

the time and athletes are active at least 80% of the time

Coach provides excessively long explanations and N

athletes have only a limited amount of time to practice
and learn

Outcome: Instruct, Analyze, and Correct Performance

Evidence Standard Comment

Criteria: Explains skills to be performed tackling, run play (offense/defense), and pass play
(offense/defense) and Selected specialist skills in the Kicking Game

Coach provides a clear concise explanation outlining the M

3 or 4 key points in the performance of the skill that is
technically correct

Coachs explanation lacks clarity, does not focus on 3 or N

4 key points and/ or is technically incorrect

Criteria: Provides a demonstration of the skill to be performed

Coach provides a demonstration of the skill that is visible M

by all the learners and makes the 3 or 4 key points
obvious to the learner

Coach provides a demonstration that is not visible by all N

the learners, lacks precision in demonstrating the 3 or 4
key points and/ or is technically incorrect

Criteria: Analyze performance through active observation

Coach continuously observes athletes from 2 or 3 M

positions

Coach observes from a single vantage point and/ or turns N

back on players performing skills

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32 Module 4: Introduction to Evaluation Tools

Criteria: Identifies (detect) common errors that have a direct impact on performance
Coach is able to identify the most critical factor that has a M
direct impact on performance of the skill

Coach is unable to identify errors and / or is unable to N

identify the cause of the error

Criteria: Communicates errors that have a direct impact on performance

Coach is able to identify and communicate potential M

causes of performance error (equipment, environment,
cognitive, affective, motor, technical, or tactical)

Coach communicates that the cause of errors is related N

to effort and motivational factors while being unable to
identify key technical errors

Criteria: Make corrections based upon observation

Through observation the coach is able to identify the root M

cause of the error in the execution of the skill and is able
to provide feedback that eliminates/ reduces the error
and enhances performance

Coach corrects the athletes by indicating what they N

did rather than identifying specific strategies on how to
improve performance and/ or overlooks players errors

Criteria: Communicates corrections in a clear and concise manner

Explains how the correction can improve performance in a M

way that is easily understood.

Knows how to make correction but is unable to explain N

the correction to the athletes

Criteria: Prescribes an appropriate activity or drill that assists the player to make corrections in
their performance

Coach modifies or changes activity/ drill to assist the M

player to make corrections and enhance performance

Coach does not modify or change activity/ drill to assist N

the player make corrections and/ or continues to run same
activity/ drill even if players continue to make errors

Criteria: Makes corrections through physical contact with the player

Coach asks for consent when making physical contact as M

a way to correct performance

Coach makes physical contact without prior consent from N

the player

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 Module 4: Introduction to Evaluation Tools 33

Criteria: Demonstrates technical competency of the game by identifying, explaining &

demonstrating 5 skills relevant to their position & teams system

Coach is able to identify, instruct & demonstrate correctly M

a minimum 5 skills *IN EACH PLAY

Coach is able to instruct and demonstrate correctly fewer N

than 5 skills * IN EACH PLAY

Criteria: Coach safely instructs, demonstrates & corrects skills involving contact (tackling)
Coach instructs and demonstrates tackling skills using M
proper technique, learning progressions and conducts
drills in a safe manner

Coach instructs and practices tackling skills in ways that N

are not safe

Evaluation Tool B: Conclusion

Final Assessment
Successfully Completed Evaluation

Needs Improvement and Re-evaluation at a Later Date

Final Comments:

Coachs Signature:

Evaluator's Signature:

Date:

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34 Module 4: Introduction to Evaluation Tools

Formal On-Site Observation Demonstration of Technical

Competencies

Requirements:
Every Coach must demonstrate his/her technical competency to teach proper tackling (straight-on,
angle & open-field), to analyze and correct errors in tackling techniques.
Offensive Position Coach will identify, teach, analyze & correct the skills, required by his/her
position players, to execute one running play AND one passing play (FROM START TO FINISH)
currently being used in his/her teams offense playbook.
Defensive Position Coach will identify, teach, analyze & correct the skills, required by his/her
position players, to execute a defensive scheme to defeat one running play AND one passing play
(FROM START TO FINISH) currently being used in his/her teams defense playbook.
Special Teams Coach will identify, teach, analyze & correct the skills, required by the players he/
she coaches, to execute one special teams play (Kick-off, Punt, Field Goal/PAT) AND execute one
special teams play (Kick-off Return, Punt Return & Defeat the Field Goal/PAT) currently being used
in his/her team.

Process:
Once the Offensive Plays (Run & Pass) are selected OR the Defensive Schemes (Defeat a Running Play
and Defeat a Passing Play) are decided, the coach must identify and instruct the skills necessary to
execute each of the plays using appropriate drills that fit the capabilities of his/her players.

Most likely the offensive play /defensive scheme will require players to execute different
responsibilities/skills. For evaluation purposes, if the coach coaches several positions within his group
he/she needs only to select one of the player positions to demonstrate his/her competencies.

Offense: Offensive Line: (Centre, Guards or Tackles); Quarterback.

Running Backs: (Full Back or Tail Backs);
Receivers: (Slot Backs or Wide Receivers).

Offensive Line Quarterback Running Back Receiver

Run Pass Run Pass Run Pass Run Pass

Stance, Stance, Stance, Stance, QB/ Stance, Stance, Alignment, Alignment,

Movement, Movement, QB/C C Exchange, Movement, Movement, Stance, Stance,
Track to Setup, Exchange, Drops, QB/RB Set-up, Release, Release, Run
Block, Punch, Movement Set-up, Exchange, Block, Movement, the Route,
Set-up, Finish from C, Throw Carrying Finish, or Block, Catch,
Contact, QB/RB the Ball, Stance, Finish Ball Security,
Finish Exchange, Running Lane, Pass Route, Run
Finish Block Catch, Tackle
Tackle After Catch Open Field
(Straight On Tackle Tackle :
or Angle) (Angle, Straight On/
Open Field) Angle/ Open
Field Tackle

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 Module 4: Introduction to Evaluation Tools 35
Defense: Defensive Line: (Tackles or Ends);
Linebackers: (Inside or Outside);
Defensive Backs: (Cornerbacks; Half-backs. Safeties)

Defensive Line Line Backers Defensive Backs

Defeat the Run Defeat the Pass Defeat the Run Defeat the Pass Defeat the Run Defeat the Pass
Alignment, Alignment, Alignment, Alignment, Alignment, Alignment,
Stance, Stance, Stance, Stance, Stance, Stance,
Keys, Keys, Read Step, Read Step, Read Step, Read Step,
Movement, Pass Rush, Keys, Keys, Keys, Keys,
Defeat Block, Pass Movement, Movement Movement, Movement,
Pursuit, Deflection, Defeat the (Drop or Blitz), (Force or Coverage
Tackle Tackle/Strip Block, Track (Zone Contain), (Zone or Man),
Pursuit, or Man Pursuit, Interception,
Tackle/Strip Coverage), Tackle/Strip Pursuit,
Knockdown, Tackle/Strip
Interception,
Tackle/Strip

Offensive Special Teams: Kick-Off: (Kicker, Cover personnel)

Punt: (Punter, Centre, Holder, Blockers/ Coverage Personnel)
Field Goal/PAT (Kicker/Centre, Holder, Blockers & Coverage Personnel)

Kick-Off Punt Field Goal/PAT

Kicker Coverage Kicker/Snapper Coverage Kicker, Snapper, Coverage
Holder Personnel Holder Personnel
Alignment, Alignment, Alignment, Alignment, Alignment, Alignment,
Set-up, Stance, Set-up, Protection, Set-up, Protection,
Approach, Running Lanes, Snap Tech, Release, Snap Tech, Release,
Contact, Coverage, Holder Tech, Coverage Holder Tech, Coverage
Follow Responsibilities Kicker Tech, (Lanes & Kicker Tech, (Lanes &
through, Gunners/ Coverage Contain) Coverage Contain),
Coverage Contain, Responsibilities Tackle Responsibilities, Tackle
Defeating the Tackle Tackle
Block
Containment,
Tackle

CompetitionIntroduction Position Coach Evaluator Reference Material

36 Module 4: Introduction to Evaluation Tools

Defensive Special Teams: Kick-Off Return (Returners, Blockers)

Punt Return (Blockers, Returners)
Defend Field Goal/PAT

Kick-Off Return Punt Return Field Goal/PAT

Blockers Return Punt Block or Return FG / PAT Block Return
Personnel Punt Return Personnel or FG Return Personnel
Alignment, Alignment, Alignment, Alignment, Alignment, Alignment,
Stance, Stance, Stance, Stance, Movement, Stance,
Movement, Set-up, Movement, Set-up, Block or Return, Set-up,
Set-up, Catch or Set-up, Catch, Set-up, Catch, or Block
Block Escort Block, Block Or Escort Block Block on Return
Run After Catch Responsibilities
(Area or Man)

Criteria evaluating the correct performance of these skills are contained in the CI Position Coach
Technical Reference Material.

Summary of Evaluation Tools

Evaluation Tool Evaluation Tool

Part A Part B
On-line Post Formal On-Site
Workshop Observation
Assignment Evaluator
LF 3 Outcomes
1 Outcome 20 Criteria
5 criteria

Evaluator Reference Material CompetitionIntroduction Position Coach