BTEC Level 4 Professional Award in Coaching for Driver Development. Coaching Course Content

BTEC 4 Coaching Course Content
The course is split into 4 modules plus an evaluation day, each with a one-day classroom session which is backed up by a self-development project or assignment.
Module 1
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.
Module 2
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.
Module 3
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.
Practical Coaching evaluation day​
The BTEC Practical Coaching Day is in the live Zoom classroom. This gives you the chance to practise your new-found coaching techniques. It will give you a great insight into your coaching journey so far. This will be delivered in a small group alongside a trainer who will guide your development.
Module 4
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.