ECB Core Coach (1st4sport Level 2)

Qualification Specification
About Us

Welcome to 1st4sport, established in 2000, 1st4sport are an industry specialist recognised

awarding organisation regulated in England by the Office of the Qualifications and Examinations
Regulator (Ofqual), in Wales by Qualifications Wales, and in Northern Ireland by the Council for
the Curriculum, Examination and Assessment (CCEA) Regulation.

Serving the needs of the sport, physical activity and active leisure industry; our niche status is
emphasised through our accomplished people, network of esteemed industry partnerships and
our culture of excellence. We have an outstanding reputation; evidenced though the loyalty we
receive from our trusted partners, recognised centres and most importantly our learners.

We have a proven track record; offering of valid, value-added, educational solutions and
services and outstanding customer care. Our offer includes sector specific qualifications and
pathways, and a range of relevant high-performing educational services; underpinned by leading
digital solutions. The majority of these are developed and deployed in partnership with
governing bodies of sport and other sector specific professional organisations. More than any
other awarding organisation, our knowledge of the industry and our continuous cross-sector
network enables us to understand the direction of our sector.

Our involvement in shaping our sector has been significant and we continue to be the awarding
organisation that partner and representative organisations turn to for guidance on the direction
of travel, as appropriate to the needs of our partners, centres, industry employers and learners.

Our Mission: To deliver excellent educational solutions and value-added services to

sport, physical activity and the active leisure industry.

Our Direction: We aim to support the ongoing professionalisation of our industry;

supporting employment, growth, sustainability and success. We embrace
performance, participation and health agendas. Our objective is to continue to
support our respected partners, providers and learners.

ECBCC Page 2 of 21

18/07/2025
Qualification Specification

Title: ECB Core Coach (1st4sport Level 2)

Qualification Overview: Gives learners the knowledge, skills and confidence to coach cricket
sessions .

Qualification Code: ECBCC

Qualification Regulation Number: 610/0102/5

Guided Learning Hours (GLH): 28

Total Qualification Time (TQT): 44

Credit Value (if applicable): Not applicable

Operational Start Date: 01/11/2021

Qualification Review Date: 30/09/2027

Learner Registration Period: 2 years

Qualification Objective: This qualification qualifies learners to become a cricket coach.

Qualification Purpose: Prepare for employment in a specific occupational area.

Who is this qualification for?

This qualification is designed for learners who wish to gain future deployment/employment coaching
cricket.

Qualification Progression

Following a period of practice as a qualified coach working in an appropriate environment, learners may
wish to progress to the ECB Advanced Coach (1st4sport Level 3) qualification.

This qualification may lead to paid or voluntary roles as a coach; or they may wish to explore other
industry-relevant roles which include:

• Cricket Official (Umpire, Scorer)

• Cricket Club Welfare Officer

Entry Requirements
Learners must be a minimum of 17 years old at registration and 18 years old at certification.

ECBCC Page 3 of 21

18/07/2025
Pre-requisite(s) or other entry requirements
The recognised centre is required to conduct an initial assessment of learners to ensure that pre-requisites
to registration and certification and any barriers that may disadvantage a learner under the Equality Act
2010 are considered and outcomes recorded during the application process.

Prior to registration learners are required to:

• be accurately identified
• be at least 17 years of age
• be able to undertake this assessment in English or Welsh (if available)

Assessment Methods
The assessment methods used in this qualification are:
- Multiple Choice Examination (in 3 of 3 mandatory units),
- Practical Demonstration/Assignment (in 3 of 3 mandatory units)

Reasonable adjustments can be applied to these assessments in line with 1st4sport Policy
Statement:Access Arrangments.

Grading Methods
This qualification will be graded Pass / Fail.

ECBCC Page 4 of 21

18/07/2025
Qualification Structure

Learners must successfully complete all mandatory units to achieve this qualification.

Mandatory Units
Unit ID Unit Title GLH

H/650/0487 Being an ECB Coach 10

J/650/0488 Developing the Player and Team 10

K/650/0489 The Learning Coach 8

Optional Units
There are no optional units in this qualification

Pathway Units (where applicable)

There are no pathway units in this qualification

Unit Title Being an ECB Coach

Unit Aim This unit assesses the coach’s understanding of their role as an ECB Core
Coach. The coach will also understand their role and responsibility in
safeguarding young children and vulnerable adults. Understanding of the
ECB Core coach’s commitment to abiding by the ECB Coaches Code of
Conduct, and the MCC Spirit of Cricket, will also be assessed.

Unique Unit Number H/650/0487

Unit Assessment Method(s) - Multiple Choice Examination

- Practical Demonstration/Assignment

Assessment Specification This unit will be assessed through multiple choice questioning, observation
of coaching practice and professional discussion. RPL is not accepted for
this unit and all criteria must be evidenced through current assessments.

ECBCC Page 5 of 21

18/07/2025
Learning Outcome: 1. understand their role as an ECB Core Coach

Assessment Criteria Indicative Delivery Content

The learner can:

1.1 identify the role of an ECB Core Coach • Developing passion for the game
• Igniting a lifelong love for the game
• Develop players’ skills
• Coaches create safe, fun, player centred coaching
environments. Player’s enjoyment is paramount; the activities,
atmosphere and experience is entirely appropriate to their age,
stage of development and their needs
• Demonstrate the values of the MCC Spirit of Cricket

1.2 identify the responsibilities of an ECB Core • Upholding the spirit of cricket
Coach • Knowledge of the laws of cricket
• Plan activities and monitor the players, equipment and
facilities throughout the session to ensure they are safe
• To have appropriate insurance

1.3 explain how to manage coaching sessions • Safety factors

• Environmental factors
• Organising and monitoring players during sessions
• Player ratios

1.4 describe how good coaching should look in • Players experience high levels of success
their environment • Failure is an important part of the learning process
• Players have lots of repetitions
• New and appropriate ideas
• Energising, inspiring language
• Enjoyable tasks
• Very little down time
• Safe
• Players don’t want to leave, they always want to come back
• Players solve simple problems
• Players learn skills which help them to play the game
• Coaches feedback on performance and effort
• High levels of praise

ECBCC Page 6 of 21

18/07/2025
Learning Outcome: 2. understand their role as an ECB Core Coach

Assessment Criteria Indicative Delivery Content

The learner can:

2.1 fulfil the role and responsibilities of an ECB Role – To help each player to develop and to create coaching
Core Coach environments that are:

• Safe – Plan and monitor: players, organisation, activities,

environment (facilities) and equipment (to ensure they are safe)
throughout
• Fun – Ensure all players are involved and happy, with multiple
opportunities to experience success
• Appropriate – Activities, challenge, coach behaviour and
coaching environment are appropriate to age, stage of
development and player need
• Player-centred – Always consider needs and player, outcomes,
practice.
Responsibility – Coaches all have a duty to protect and safeguard
young cricketers. As the responsible adult during coaching sessions,
you are responsible for the welfare of all players in your care

2.2 demonstrate the behaviour required by the • Rights

ECB Coaches Code of Conduct • Relationships
• Responsibilities – personal standards
• Responsibilities – professional standards.

ECBCC Page 7 of 21

18/07/2025
Unit Title Developing the Player and Team

Unit Aim This unit assesses the coach’s understanding that sessions should be
player-centred. They will develop their understanding and use of the
player-centred planning process (player/outcome/practice). Coaches will
also develop their understanding of batting, bowling, fielding and
wicketkeeping through the application of the core principles.

Unique Unit Number J/650/0488

Unit Assessment Method(s) - Multiple Choice Examination

- Practical Demonstration/Assignment

Assessment Specification This unit will be assessed through multiple choice questioning, observation
of coaching practice and professional discussion. RPL is not accepted for
this unit and all criteria must be evidenced through current assessments.

Learning Outcome: 1. understand the concept of ECB player-centred coaching

Assessment Criteria Indicative Delivery Content

The learner can:

1.1 describe the ECB Player Development • Insight into the needs of all players across all stages of
Model development
• Identifying specific information that supports the needs of each
individual player
• Development of the technical, tactical, mental, physical and
lifestyle aspects, which are relevant and appropriate to
participants’ stage of development
• The first three stages of player development are:
early stage
basic stage
enhanced stage
• The technical building block approach:
Stage of development
Start of stage characteristics
Development practices
End of stage characteristics.
• Understanding how players learn and differentiating to meet
individual needs

ECBCC Page 8 of 21

18/07/2025
1.2 identify the key elements of the ECB Who is the PLAYER?
player-centred coaching process to be
considered when planning coaching • Name, Age, Experience
• The whole person (beyond cricket)
• Individuality (what can they already do?)
• Safety (is how they currently perform the skill safe?)
• Stage of Development (ECB PDM Early/Basic/Enhanced)
• Role - batting/bowling/fielding/wicketkeeping/captain
• What do they want/need to learn?
What OUTCOMES will we achieve?
• Which part of the game will we develop -
Technical/Tactical/Physical/Mental?
• Which specific cricket skill -
Batting/Bowling/Fielding/Wicketkeeping?
• Which core principles/tactical skills/physical skills/mental skills
will we enhance and develop?
• How will we continue to enhance existing strengths?
What type of PRACTICE and coaching tools will I use?
• Where on the continuum of practice - Fixed/Variable/Cricket
Game Based?
• What coaching tools will I use -
Instruct/Demonstrate/Observe/Analyse/Praise/Use
Silence/Question/Feedback?

1.3 describe the wants and needs of the Who is the PLAYER?
players they coach
• Name, Age, Experience
• The whole person (beyond cricket)
• Individuality (what can they already do?)
• Safety (is how they currently perform the skill safe?)
• Stage of Development (ECB PDM Early/Basic/Enhanced)
• Role - batting/bowling/fielding/wicketkeeping/captain
• What do they want/need to learn?
What OUTCOMES will we achieve?
• Which part of the game will we develop -
Technical/Tactical/Physical/Mental?
• Which specific cricket skill -
Batting/Bowling/Fielding/Wicketkeeping?
• Which core principles/tactical skills/physical skills/mental skills
will we enhance and develop?
• How will we continue to enhance existing strengths?
What type of PRACTICE and coaching tools will I use?
• Where on the continuum of practice - Fixed/Variable/Cricket
Game Based?
• What coaching tools will I use -
Instruct/Demonstrate/Observe/Analyse/Praise/Use
Silence/Question/Feedback?

1.4 identify how the icoachcricket resource can • Highlights and provides resources on how players have
be used to support coaching different needs and should be treated individually.

ECBCC Page 9 of 21

18/07/2025
1.5 describe the STEP model • Space, task, equipment and people

Learning Outcome: 2. understand how fixed, variable and cricket game-based practices can support a
player or players
Assessment Criteria Indicative Delivery Content
The learner can:

2.1 identify the characteristics of fixed, Fixed practice

variable and cricket game-based practices
• Activities that require players to repeatedly perform the same
skill or movement; For example: batting – repeated front foot
drive to constant feed; bowling – repeat stock ball, same line,
length, trajectory
• Able to maximise practice repetitions within any session
• Suitable for the introduction of new or complex skills

2.2 identify the advantages of fixed, variable Fixed practice

and cricket game-based practices
• Activities that require players to repeatedly perform the same
skill or movement; For example: batting – repeated front foot
drive to constant feed; bowling – repeat stock ball, same line,
length, trajectory
• Able to maximise practice repetitions within any session
• Suitable for the introduction of new or complex skills

ECBCC Page 10 of 21

18/07/2025
2.3 identify the disadvantages of fixed, • Can improve players’ immediate performance and confidence in
variable and cricket game-based practices practice
• Has potentially limited impact on learning and transfer of skills
developed in practice into game situations
Variable practice
• Activities that require players to perform the skill or movement
differently from one attempt to the next (no repetition)
• For example: batting – randomised front and back foot
attacking shots; bowling – stock ball, slower ball and yorker are
all practised in a random order
• Attempt to replicate the random demands associated with a
real game
• Can enhance players’ learning and development of game-
specific skills
• Can be challenging and can lead to reduced practice
performance and player confidence
Cricket game-based practice
• Scenarios that attempt to replicate the random demands
associated with the actual game
• Typically delivered via small-sided or conditioned games (e.g.
last 4 overs, batting on a turning pitch, etc)
• Encourages the ‘holistic’ development of skills (integration of
technical, tactical, physical and mental elements of the game)
• Allows a ‘hands-off’ coaching approach and encourages players
to self-discover
• Promotes the potential transfer of skills developed in this type
of practice into the actual game
• Players immediate performance may be limited (in comparison
to a fixed practice)
• Potentially a challenging approach for coaches (based on:
confidence/time/space/organisation/differentiation/practice
repetitions etc)

Learning Outcome: 3. understand how the coaching tools can support a player or players

Assessment Criteria Indicative Delivery Content

The learner can:

3.1 identify the characteristics of each • The coaching tools are prompts for you to use to help structure
coaching tool your sessions based on the needs of the player, outcomes you
are working to achieve and practice you are using.
• The coaching tools are flexible, you’ll see that some are used
more often on some kinds of coaching sessions than others.
The key is that you feel confident enough to select and

3.2 identify the advantages of each coaching See Appendix B for advantages and disadvantages
tool

ECBCC Page 11 of 21

18/07/2025
Learning Outcome: 4. understand the core principles of cricket

Assessment Criteria Indicative Delivery Content

The learner can:

4.1 define the core principles of cricket The core principles represent an attempt to simplify technique and
address the foundations or basics of batting, bowling, fielding and
wicketkeeping.
Core principles for skill development:

• Batting
• Bowling
• Fielding
• Wicketkeeping
Tactical aspects - how and when to attack/defend

4.2 identify the core principles for different The core principles represent an attempt to simplify technique and
skills address the foundations or basics of batting, bowling, fielding and
wicketkeeping.
Core principles for skill development:

• Batting
• Bowling
• Fielding
• Wicketkeeping
Tactical aspects - how and when to attack/defend

Learning Outcome: 5. know the physical and mental skills that a cricketer can develop to support their
game
Assessment Criteria Indicative Delivery Content
The learner can:

5.1 identify the physical skills that a cricketer • Speed

can develop to support their game • Strength
• Balance
• Co-ordination

5.2 identify practices for physical skill • See icoachcricket

development

5.3 identify the mental skills that a cricketer See Appendix A

can develop to support their game

Learning Outcome: 6. be able to design a plan using player-outcome-practice

Assessment Criteria Indicative Delivery Content

The learner can:

ECBCC Page 12 of 21

18/07/2025
6.1 design a plan using player-centred planning • Production of a sixty-minute plan using the player-centred
process planning process (player/outcome/practice), with:
appropriate part of the game to develop
(technical/tactical/physical/mental) for each practice in the plan
appropriate cricket skills to develop
(batting/bowling/fielding/wicketkeeping) for each practice in the plan

6.2 select outcomes to achieve based on • Production of a sixty-minute plan using the player-centred
understanding of players planning process (player/outcome/practice), with:
appropriate part of the game to develop
(technical/tactical/physical/mental) for each practice in the plan
appropriate cricket skills to develop
(batting/bowling/fielding/wicketkeeping) for each practice in the plan
appropriate core principle/tactical skills/physical skills/mental skills to
develop for each practice in the plan
appropriate practice types relevant to identified outcomes for each
practice in the plan
• Design of practice tasks appropriate and relevant to identified
outcomes
• Identify appropriate coaching tools to utilise relevant to
identified outcomes and practice types for each practice in the
plan
• Plan how to organise and manage the sixty-minute plan

6.3 select practice type or types linked to • Production of a sixty-minute plan using the player-centred
outcomes planning process (player/outcome/practice), with:
appropriate part of the game to develop
(technical/tactical/physical/mental) for each practice in the plan
appropriate cricket skills to develop
(batting/bowling/fielding/wicketkeeping) for each practice in the plan
appropriate core principle/tactical skills/physical skills/mental skills to
develop for each practice in the plan
appropriate practice types relevant to identified outcomes for each
practice in the plan
• Design of practice tasks appropriate and relevant to identified
outcomes
• Identify appropriate coaching tools to utilise relevant to
identified outcomes and practice types for each practice in the
plan
• Plan how to organise and manage the sixty-minute plan

ECBCC Page 13 of 21

18/07/2025
6.4 select or designs tasks within practice • Production of a sixty-minute plan using the player-centred
types linked to outcomes planning process (player/outcome/practice), with:
appropriate part of the game to develop
(technical/tactical/physical/mental) for each practice in the plan
appropriate cricket skills to develop
(batting/bowling/fielding/wicketkeeping) for each practice in the plan
appropriate core principle/tactical skills/physical skills/mental skills to
develop for each practice in the plan
appropriate practice types relevant to identified outcomes for each
practice in the plan
• Design of practice tasks appropriate and relevant to identified
outcomes
• Identify appropriate coaching tools to utilise relevant to
identified outcomes and practice types for each practice in the
plan
• Plan how to organise and manage the sixty-minute plan

6.5 select coaching tools linked to practice • Production of a sixty-minute plan using the player-centred
types planning process (player/outcome/practice), with:
appropriate part of the game to develop
(technical/tactical/physical/mental) for each practice in the plan
appropriate cricket skills to develop
(batting/bowling/fielding/wicketkeeping) for each practice in the plan
appropriate core principle/tactical skills/physical skills/mental skills to
develop for each practice in the plan
appropriate practice types relevant to identified outcomes for each
practice in the plan
• Design of practice tasks appropriate and relevant to identified
outcomes
• Identify appropriate coaching tools to utilise relevant to
identified outcomes and practice types for each practice in the
plan
• Plan how to organise and manage the sixty-minute plan

ECBCC Page 14 of 21

18/07/2025
Learning Outcome: 7. be able to help develop skills

Assessment Criteria Indicative Delivery Content

The learner can:

7.1 prepare for the delivery of coaching • Appropriate checks prior to the session of:
sessions facilities
equipment

7.2 create a positive and enjoyable learning • Players experience high levels of success
environment • Failure is an important part of the learning process
• Players have lots of repetitions
• New and appropriate ideas
• Energising, inspiring language
• Enjoyable tasks
• Very little down time
• Safety
• Players don’t want to leave, they always want to come back
• Players solve simple problems
• Players learn skills which help them to play the game
• Coaches feedback on performance and effort
• High levels of praise

7.3 utilise coaching tools to develop skills • To provide an appropriate introduction to the session outlining
organisation, safety and outcomes
• to explain, organise and manage practices
• to understand and monitor players response to the practice
• to understand and monitor players progress towards the
identified outcomes
• to help players develop their skills using relevant core
principle/tactical skills/physical skills/mental skills information

7.4 manage the characteristics of the selected • See descriptors of practice type
practice type to help players develop their • Module 5 – eLearning - Fixed Practice/ Variable Practice/Cricket
skills game-based Practice

7.5 manipulate the design and characteristics • Observe players and adapt tasks accordingly
of the practice to help players develop their
skills

7.6 manage sessions so all players spend time • Equipment

on tasks to develop their skills • Group sizes
• Transitions
• Space/layout

7.7 ensure the safety of coaches and players • How to manage a session and monitor conditions to maintain
before, during and after sessions safety

ECBCC Page 15 of 21

18/07/2025
Unit Title The Learning Coach

Unit Aim This unit assesses the cricket coach’s ability to reflect on their coaching.
The learner will also be able to create a plan for their development as a
coach.

Unique Unit Number K/650/0489

Unit Assessment Method(s) - Multiple Choice Examination

- Practical Demonstration/Assignment

Assessment Specification This unit will be assessed through multiple choice questioning, observation
of coaching practice and professional discussion. RPL is not accepted for
this unit and all criteria must be evidenced through current assessments.

Learning Outcome: 1. understand the process of self-reflection

Assessment Criteria Indicative Delivery Content

The learner can:

1.1 explain the importance of self-reflection • Effectiveness of sessions

and evaluation • Identifying areas for personal development

1.2 identify sources of feedback to support • Who may be able to provide helpful feedback:
self-reflection and evaluation Other coaches
The players/participants
Parents/ observers.

Learning Outcome: 2. be able to reflect after a coaching session using ECB player-centred coaching as a
guide
Assessment Criteria Indicative Delivery Content
The learner can:

2.1 complete reflection after a coaching session • How to reflect and evaluate
using the ECB player-centred coaching
approach as a guide

2.2 use reflection to inform future coaching • How to use reflection and evaluation

ECBCC Page 16 of 21

18/07/2025
Learning Outcome: 3. be able to create a plan for their development as a coach

Assessment Criteria Indicative Delivery Content

The learner can:

3.1 identify their strengths and areas for • How to complete self-assessment
development

3.2 identify actions to support their • Actions to be taken over the next 12 months
development as a coach • Identify the support is available to them in their development

ECBCC Page 17 of 21

18/07/2025
Qualification Conditions: Delivery and assessment requirements
To complete the delivery, assessment, and internal quality assurance of the qualification, providers will be
required to adhere to the guidance set out in the Recognised Centre Handbook.

The recognised centre is required to ensure that the learners who are unsuccessful in any aspect of
assessment are offered two opportunities to re-sit or resubmit the appropriate assessment component
within their registration period.

Qualification Approval Conditions: Workforce requirements

In addition to the workforce requirements stated in the Recognised Centre Handbook, the following
qualification specific requirements must be met and evidenced.

Tutor(s):

For this qualification, the minimum requirements stated in the centre handbook apply in addition to any
further qualification specific requirements stated below
The recognised centre is required to recruit and deploy an ECB approved Coach Developer who is required
to:

• have signed the ECB Coach Developer Agreement

• hold a current ECB DBS check
• hold a valid safeguarding certificate
• hold a valid emergency aid certificate
• hold an ECB Tutor Accreditation
• be a member of the ECB Coaches Association
• have successfully completed the ECB Core Coach orientation.

ECB Coach Developers are required to deliver the ECB Learning and Assessment Programme conducting
valid and reliable assessments.

Each course needs a minimum of two ECB Coach Developers, one acting as lead Developer.

Assessor(s):

ECBCC Page 18 of 21

18/07/2025
For this qualification, the minimum requirements stated in the centre handbook apply in addition to any
further qualification specific requirements stated below
The recognised centre is required to recruit and deploy an ECB approved Coach Developer who is required
to:

• have signed the ECB Coach Developer Agreement

• hold a current ECB DBS check
• hold a valid safeguarding certificate
• hold a valid emergency aid certificate
• hold an ECB Assessor Accreditation
• be a member of the ECB Coaches Association
• have successfully completed the ECB Core Coach orientation.

ECB Coach Developers are required to deliver the ECB Learning and Assessment Programme conducting
valid and reliable assessments.

Each course needs a minimum of two ECB Coach Developers, one acting as lead Developer.

Internal Verifier(s) and Quality Assurer(s):

For this qualification, the minimum requirements stated in the centre handbook apply in addition to any
further qualification specific requirements stated below
The recognised centre must recruit and deploy an ECB approved Internal quality assurer who must hold:
- an ECB DBS check
- a valid safeguarding certificate
- a valid emergency aid certificate
- an ECB Tutor Accreditation
- an ECB Assessor Accreditation
AND
- sign the ECB Coach Developer Agreement
- be a member of the ECB Coaches Association
- have successfully completed the ECB Core Coach orientation.
- has successfully attended the ECB IQA orientation
- oversee the ECB Internal Observation process and produce ECB IQA reports

The IQA is responsible for having ownership and knowledge of IQA activity taking place, and may use a
coach developer as an observer on the practical elements on their behalf. The IQA must have no
involvement in the delivery or assessment of the course being IQA’’d.

ECBCC Page 19 of 21

18/07/2025
Additional Qualification Requirements

The minimum venue, facility and requirements stated in the centre handbook apply.

In addition further qualification specific requirements are:

All training and/or assessment sites must include a practical space to be used for learning and assessment
activities which includes a practical indoor playing area to cater for at least 9 and a maximum of 18
learners.

The recognised centre is required to have equipment in place to facilitate the full ECB Programme of
Learning and Assessment which must comply with ECB Coaches Safety Pack and other directives. As a
minimum, all equipment in order to facilitate the relevant activities as described within the Coach
Developer Guidance notes.

This qualification is regulated by Ofqual (610/0102/5). Further operational requirements regarding this
qualification are found in the “Assessment Appendix – Cricket.

ECBCC Page 20 of 21

18/07/2025
UK Coaching
2 City Walk
Leeds
LS11 9AR

T: 0113 274 4802

E: [email protected]

www.1st4sport.com