a clear professional pathway for sports performance Analysts

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This overview explains how the International Analyst Competency Framework (IACF) supports academies, universities, and education providers by aligning learning, applied practice, and professional standards within sports performance analysis.

It is intended for:

• Universities and higher education institutions
   
• Academies and talent development programmes
   
• Course leaders and programme directors
   
• Placement coordinators and safeguarding leads
   

The International Analyst Competency Framework (IACF) is a professional standards framework for sports performance analysts working in applied sport environments.

It provides:

• a structured pathway from education into applied professional practice
   
• tiered accreditation aligned to responsibility and independence, not academic level alone
   
• a shared language between education providers and industry
   
• ethical and safeguarding standards appropriate to working with athletes
   

The framework is owned and administered by ASPA and operates with independent standards oversight.

Education providers play a critical role in preparing analysts for real-world practice.

The IACF helps academies and universities by:

• clarifying expectations of applied competence at different stages
   
• supporting smoother transition from study to practice
   
• aligning placements and applied modules with professional standards
   
• reinforcing ethical, safeguarding, and data protection awareness
   
• supporting graduate employability and credibility
   

The IACF provides students with:

• a clear understanding of professional expectations
   
• recognition for applied work completed during study or placements
   
• a structured development pathway beyond graduation
   

For institutions, this supports:

• graduate destination outcomes
   
• evidence of industry alignment
   
• clearer progression routes for students entering applied roles
   

Typically appropriate for:

• undergraduate students
   
• early postgraduate students
   
• placement and internship roles
   

Focus:

• foundational technical skills
   
• supervised applied practice
   
• professional behaviours and reflection
   

Often aligned with:

• postgraduate programmes with strong applied components
   
• graduates in structured applied roles
   

Focus:

• independent applied practice
   
• reliable delivery of analysis tasks
   
• professional accountability
   

(Tier 3 may be accessed via endorsed postgraduate routes.)

These tiers recognise:

• applied leadership
   
• system ownership
   
• governance and professional stewardship
   

They are typically post-education career stages and not expected outcomes of academic programmes.

ASPA may endorse education programmes that:

• align learning outcomes with IACF competencies
   
• include applied assessment and reflection
   
• support ethical and safeguarding standards
   
• prepare students for applied practice
   

Endorsed routes may:

• support progression into Tier 2 or Tier 3
   
• reduce duplication between education and accreditation
   
• provide clarity for students and employers
   

Endorsement does not replace accreditation, but supports structured progression.

The IACF reinforces expectations around:

• safeguarding of athletes and vulnerable persons
   
• ethical handling of performance data and video
   
• professional conduct in applied environments
   

These principles complement institutional safeguarding policies and placement requirements.

Independent standards oversight supports:

• transparency in accreditation decisions
   
• ethical governance
   
• confidence for education providers and placement partners
   

This ensures the framework operates responsibly and consistently.

Institutions may use the IACF to:

• map curriculum to applied professional standards
   
• support placement quality assurance
   
• guide student development conversations
   
• enhance employability messaging
   
• demonstrate industry alignment
   

The framework supports, but does not replace, institutional regulations or accreditation requirements.

To maintain clarity:

• it is not an academic qualification
   
• it does not replace degree programmes
   
• it is not a guarantee of employment
   
• it does not override institutional safeguarding or assessment processes
   

It is a professional development and recognition framework.

ASPA works collaboratively with:

• universities
   
• academies
   
• placement providers
   

Opportunities include:

• programme endorsement
   
• student pathway guidance
   
• mentoring integration
   
• contribution to standards development
   

The IACF supports academies and universities by providing a clear, ethical bridge between education and applied professional practice in sports performance analysis.