Three different aspects are of interest as far as project outcomes in order to establish transparency in sport coach education structures. These aspects are intertwined and relate strongly to the measures of comparison (EQF, EFRCCQ and ECTS/ECVET units).

The initial focus was on applying the 6-step model as described in the AEHESIS project to develop learning outcomes. In conjunction with a theoretical understanding of this model, documents from the International Tennis Federation have been used to aid in clarifying the different aspects (activities and task/competence understandable and transferable) into other sport contexts.

The EQF-scale has also been used to determine at what coaching level the competence (as described in learning outcomes) is expressed. For more information about the EQF-scale see http://www.itesce.eu/itesce/starting_point.html

These two methodologies have been utilized strategically to develop learning outcomes that are relevant for the coaching profession in Denmark, Hungary and Sweden.

Assessment is a way of guaranteeing the competence of the student after completion of a course/module/unit. Through assessment the provider of education shows there professionalism in the field of education.  The International Tennis Federation outlined several criteria for establishing a coach education system, these have been helpful when discussing assessments in a more global and general frame. Assessments are very much interlaced with learning outcomes. The project have utilized the theory of “Constructive alignment” as propsed by J. Biggs (see Enhancing teaching through constructive alignment, Higher Education, 32:347-64, 1996) which is seen as strong influence on both learning outcomes and also course structure development.

The nature of the assessment is grounded in the type of competence (as described in learning outcomes).  Assessments are based on criteria that are different and have a varying degree of scientific relevance depending upon the level of coach education.  These criteria also serve as a reflection of indicators that are important aspects in what is being assessed.

Changes in education systems that create new standards for occupational competence have to include ways for those who already are employed in the profession to validate their professional competence in relation to the new educational standards. It is also important that the educational arena does recognize other ways of learning, generally expressed as informal learning so that those professionals, who have acquired competence in this way, can have their real competence validated against new standards.

The project has used information from European Centre for the Development of Vocational Training (CEDEFOP), to gain an understanding of the different ways to validate real competence. The control and responsibility differ from country to country and general models of validation, therefore national models needs to be adapted to these particular situations.