Coaching Special Populations (R/508/4635) Assignment Brief 2026

Coaching Special Populations Assignment Brief

Assignment Summary

This unit allows the learner to enhance knowledge and understanding of sports coaching for special populations groups. The unit looks at differences in delivery methods, activities and coaching practice for  specific groups of participants, meaning learners have practical experience of delivery with these groups.

Learning Outcome 1

The learner will:

understand key considerations when coaching special populations

The learner must:

• describe common special populations in sports coaching groups
• recognise the considerations for coaching sessions for special populations groups

Pass: Describes common special populations and includes characteristics for consideration in sports coaching groups.

Merit: Describes common special populations and includes characteristics for consideration in sports coaching groups, using appropriate specialist language in context.

Distinction: Describes common special populations and includes characteristics for consideration in sports coaching groups correctly applying specialist language in context.

Delivery and Assessment:

Learners must describe the characteristics of different special populations groups in sports coaching. Special populations must include: children, elderly people and people with a disability. Learners must include the factors that determine why each group is categorised as a special population for example stages of development in children, limitations in the elderly and barriers to participation.

Learners must describe the considerations for each group in a coaching session for example:

• contraindications
• legal and welfare requirements
• social needs
• agency referrals
• health and safety considerations
• screening requirements.

Types of evidence:

Evidence could include:

• report
• assignment
• presentation.

Learning Outcome 2

The learner will:

prepare a coaching session for a special population group

The learner must:

• produce a coaching session plan

Grading descriptors:

Pass: Produces a coaching session plan for a chosen special population group showing application of some specialist skills.

Merit: Produces a session plan for a chosen special population group showing the effective application of specialist skills.

Distinction: Produces a session plan for a chosen special population group showing the consistent effective application of specialist skills.

Delivery and Assessment:

Learners must plan a sports coaching session for a chosen special population. It must have clear aims and objectives and highlight their roles and responsibilities during the session.

The sports coaching plan should cover basic background information such as participants (number, ability, needs, age, gender and the resources needed).

Learners must complete a suitable health and safety check, including a risk assessment, emergency procedures and contingencies.

The session plan must include a warm-up, main body (which should include developmental activities specific to the special population) and cool down.

The session plan must include group-appropriate activities for the selected special population for example games for children, activities related to everyday living for elderly and adaptions/modifications.

Types of evidence:

Evidence must include:

• coaching session plan.

Learning Outcome 3 

The learner will:

deliver a coaching session for a special population group

The learner must:

• deliver the devised coaching session plan

Grading descriptors:

Pass: Delivers the session, showing application of some specialist skills needed to coach the selected special population group.

Merit: Delivers the session showing effective application of specialist skills needed to coach the selected special population group.

Distinction: Delivers the session showing the consistent effective application of specialist skills needed to coach the selected special population group.

Delivery and Assessment:

The learner must deliver a minimum of a 20-minute coaching session which incorporates the session plan content (learning outcome 2) for their chosen special population group.

Learners must display competence in their coaching skills and will be assessed on general coaching aspects such as: communication; position in the session; when and what to correct; motivation; pitch and tone; language and terminology; and body language, as well as their ability to relate the session to the specific group by displaying knowledge of the characteristics of the special population.

Ideally the coaching session should be recorded so evidence is available for internal and external quality assurance processes and the learner can also review their work which will support them in the review process.

Observation of coaching delivery using an observation checklist which may be devised by the centre.

Specialist skills could refer to the ability to coach the specialist group with consideration for their needs.

Types of evidence:

Evidence must include:

• session plan
• observation report.

Learning Outcome 4

The learner will:

review the plan and evaluate the coaching session

The learner must:

• evaluate the outcomes of the session against the plan
• suggest areas for development

Grading descriptors:

Pass: Draws up an action plan to improve the coaching session which has some links to the plan and delivered session.

Merit: Draws up an action plan to improve the coaching session which has clear links to the plan and delivered session.

Distinction: Draws up a comprehensive action plan to improve the coaching session, which has clear links to the plan and delivered session.

Delivery and Assessment:

The learner must produce a written review of the plan and session, highlighting strengths and weaknesses. Aims and objectives will be re-assessed with recommendations made for the theme of future sessions with the same group.

The learner must ascertain some feedback from participants, this can be recorded at the end of the session via verbal feedback or written questionnaire. There will also be an opportunity to receive feedback from the Assessor and use this to support the written review.

The learner must complete a short action plan of how they can address any development points identified. Actions may include further sessions, observations of other practitioners, qualifications and courses.

Types of evidence:

Evidence must include:

• action plan
• review
• feedback.

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