BTEC 4 Coaching Course Content
The course is split into 4 modules, each with a one-day classroom session which is backed up by a self-development project or assignment. There is also a fifth day which is delivered in the car.
This unit focuses on client centred learning and the importance of effective communication in order to facilitate the development of safe, responsible drivers.
Effective communication is all about a balanced, equal relationship between both parties: the driving instructor and the client, where communication is authentic, neutral and non-judgemental.
The aim of effective communication is to encourage learner drivers to take responsibility for the driving task so that once they pass the driving test and are independent, they know how to self-evaluate and avoid risky driving situations.
Driving instructors will learn how to develop self-evaluation skills in their learner drivers through the use of probing questions which tap into underpinning beliefs and values.
Candidates will have the opportunity to discuss and experiment with a variety of communication techniques in a classroom environment before practising these in a real environment, thus demonstrating that they have met the assessment criteria and the learning outcomes for the unit.
This unit focuses on the use of feedback as a means of facilitating the development of both the driving instructor and the learner driver.
Different feedback techniques are examined and practised in a classroom context prior to the candidate experimenting with them in real-life driving situations. Self-awareness and self-responsibility are crucial when giving and receiving feedback so the emotional intelligence of the driving instructor in the coaching relationship is also explored.
Driving is a task which involves a high level of reflection and self-evaluation if it is to be carried out safely. The process of feedback is client centred and facilitates the development of the student driver so that they can evaluate and reflect upon their driving when they are unsupervised.
Research suggests that the process of reflection reduces crash involvement so that if a newly qualified driver is involved in a ‘near miss’ incident and has been coached to develop self-evaluation skills, they will be able to reflect on this incident and determine how to prevent a similar one occurring in the future.
This unit focuses on the importance of structuring a coaching conversation during a driving lesson to achieve raised awareness and self-responsibility on the part of the student driver.
Coaching conversations can take place at several points throughout a driving lesson but will most often happen at the beginning when the goal(s) for the lesson are set. The aim of a coaching conversation is to ensure the ownership for the learning (CCL) remains with the learner. Comparisons will be made with traditional driver training versus client centred learning, so that the benefits of coaching conversations can be measured.
Candidates will cover the content for this unit in a classroom environment where a model for structuring a coaching conversation will be explored. Practical application of this model will be assessed through the assignment which will be completed as part of a case study.
This unit focuses on the Goals for Driver Education and considers how these can be achieved through driver coaching.
The Goals for Driver Education is a framework which sets out the competencies that should be achieved in order for newly qualified drivers to remain safe and crash free on the roads. Course participants will examine in detail the framework and consider why and how it can be applied to the learning to drive process.
Traditional driving instruction focuses on core competencies of fault correction and levels of instruction in order to prepare student drivers for the driving test.
By addressing the Goals for Driver Education driving instructors are encouraged to consider how the personality, beliefs and values of the newly qualified driver might impact on the way they handle the vehicle. In considering this, driving instructors must also consider what characteristics make a good driving coach / instructor.
The content of the unit is addressed in the classroom through interactive exercises and group discussion, followed by practical application with an assignment.
This is a day in the car with a trainer and three students. The day takes place on the Sunday before the final classroom day in Module 4.
In-car coaching is an opportunity for students to practise everything they have learned so far in a practical environment. They will be looking at structuring a coaching conversation by using GROW and delivering this conversation with essential coaching skills of rapport, listening, questioning, feedback and intuition.
The day will be structured around role-play sessions with group feedback and plenty of individual participation.
Students will go away with an action plan of how to develop their client-centred learning techniques in the environment they normally practise: learners, trainee driving instructors, fleet, track driving, etc.
BTEC 4 Frequently Asked Questions
Q: Is the BTEC Level 4 a recognised qualification?
A: Yes, BTECs are recognised qualifications.
Young people at school and college regularly complete BTECs these days, alongside GCSEs, A levels and NVQs. Edexcel is the awarding body that accredits BTECs. No other awarding body (e.g. City & Guilds, OCR, etc.) can accredit BTEC as it is a Brand owned by Edexcel. Our Level 4 BTEC is a Professional Award, which is higher than ‘A level’, in terms of the skills you have to demonstrate. It is a customised qualification and the content is owned by Tri-Coaching, whilst the title is owned by Edexcel. Tri-Coaching Partnership is an Edexcel centre, approved to deliver the BTEC Level 4 Professional Award in Coaching for Driver Development.
Tri-Coaching went through a six month approval process to become an approved centre.
Q: Is a BTEC lower or higher than an NVQ?
A: NVQs and BTECs can be set at different levels. For example, NVQ level 3 is the same as BTEC level 3 is the same as an A level. Each qualification is different, however, in terms of what you are expected to demonstrate. ‘A levels’ are more academic and are assessed through examinations (as well as course work). NVQs are assessed through the collation of evidence that demonstrates you have met the standards. BTECs are assessed through the completion of assignments (which can be practical or verbal as well as written).
Q: How long is the course?
A: Four days in four separate modules plus one day in-car.
Q: Can we do the course quicker than 1 year if we have the spare time?
A: We want the qualification to help you gain valuable skills that will help you to improve your business and to lessen the chances of your pupils becoming KSI statistics – and not just a pretty certificate to hang on the wall! With this in mind the modules are spaced to give you sufficient time to practise and assimilate the skills in your day-to-day work.
Q: How much will it cost?
A: The total cost of the course: 4 modules plus in-car = £1300 including VAT. This can be paid monthly at £100 per month.
Q: Do I have to do all the modules to gain the professional BTEC qualification?
Q: Do I have to take the BTEC qualification or can I just do the modules?
A: You can just do the modules without taking the qualification, but the fee is the same with or without the BTEC.
Q: How many assignments are there?
A: To gain the Level 4 BTEC Professional Award in Coaching for Driver Development you will need to complete four units / modules. Each module consists of one day in the classroom followed by an assignment.
There are four assignments in total.
Q: How many people per course?
A: We run courses with up to 30 people – although usually there are no more than 15. There is plenty of time for group discussion and activities. It is a very interactive course with lots of support from the two facilitators.
Q: On the 4 days in the classroom will we be doing assignments? If not, what will we be doing?
A: The classroom days are designed to give you the information to be able to be successful at the assignments, which are pass or fail.
The days are structured tightly to ensure you have the best opportunity to gain the information you need, whilst also being good fun.
Each day is split into sections with a core activity that focuses on helping you meet the assessment requirements as set out in the assignment. You won’t be completing assignments in the classroom, as they are all about you going away and putting into practice what you have learned in the classroom.
Q: Will the BTEC go towards a higher qualification and if so, do you do it? Plus what is it?
A: The Tri-Coaching BTEC is a stand-alone qualification. It doesn’t count towards another, higher qualification, as such.
It has been developed to offer real knowledge and skills to help you to operate on a day-to-day basis thus maximising both the effectiveness of your training and the success of your business. It is not part of a progressive academic process.
However, in academic terms, it looks good on a CV. For example, if you wanted to complete a masters degree relevant to driving and did not have a first degree, the fact that you have gained an accredited, recognised qualification, coupled with evidence of experience in the field, would stand you in very good stead.
Q: Will there be other locations?
A: Possibly, however, this is subject to demand. We have always delivered the course from Newport Pagnell and, in addition to this, we currently run the course in Sheffield, Glasgow, Nottingham, Bristol and Manchester.
“If you liked what you experienced on a CCL course and want to explore more, the BTEC 4 is certainly something to consider. For me it has opened so many more options in coaching, highly recommend it!”
“I’m right with you guy’s I’ve been having the lessons of my life recently with some profound moments of brilliance from my clients getting used to my GROWing conversations. Truly uplifting lessons. God bless Tri-Coaching”