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This resource supports Mountain Training England providers delivering the Indoor Climbing Assistant qualification. It provides benchmark descriptions of candidate behaviour we might associate with differing levels of competence.
The following examples should not be considered prescriptive or exhaustive. Examples offer benchmark standards of performance but do not define the only ways to demonstrate them. Given potential misunderstandings the following is intended for providers and course directors, only. Discussion with candidates during delivery is encouraged however.
Syllabus chapters (as found in the candidate handbook) are listed in the collapsible menu below. Expand each chapter to view syllabus competencies, alongside descriptions of the performance standards expected at assessment.
1. Equipment
1.1 Name and understand the use of basic climbing equipment.
Weak
- Cannot name or explain the purpose and use of basic climbing equipment.
Min. Standard
- Correctly names and can explain the purpose of basic climbing equipment.
Outstanding
- Correctly names and can explain the purpose of varied climbing equipment, appropriate to personal and group use.
1.2 Fit basic climbing equipment.
Weak
- Is unable to fit basic climbing equipment.
- Cannot recognise inappropriate equipment use by participants.
Min. Standard
- Able to fit basic climbing equipment.
- Recognises inappropriate equipment use by participants.
Outstanding
- Selects appropriate, safe and well-fitting personal and group climbing equipment. Can logically explain their choices.
- Is aware of and adheres to the manufacturer’s approved use of equipment when completing tasks.
- Recognises inappropriate equipment use by participants.
1.3 Demonstrate an ability to evaluate the condition of basic climbing equipment.
Weak
- Is unable to recognise worn or damaged equipment.
Min. Standard
- Recognises worn or damaged equipment.
Outstanding
- Recognises worn or damaged equipment.
- Recognises the importance of care and maintenance to ensure equipment is fit for purpose.
- Is aware of how to care and maintain climbing equipment.
2. Belaying
2.1 Tie into the rope. Attach group members to the rope with and without a karabiner.
Weak
- Unable to consistently tie themselves or participants to the rope safely.
- Unable to recognise and correct errors if they occur.
Min. Standard
- Consistently ties themselves and participants to the rope safely and efficiency. Chooses an appropriate knot to do so. Knots are well dressed.
- Checks for errors and corrects them before climbing.
- Introduces and endorses a buddy check system.
Outstanding
- Ties themselves and participants into the rope safely and efficiently in differing ways. Able to explain why they would choose one strategy over another in varied situations.
- Endorses and participates in ‘buddy checks’ with participants throughout.
2.2 Demonstrate the use of direct and indirect belay systems set up by the supervising instructor.
Weak
- Unable to use direct and indirect belay systems applicable to the situation once set up.
Min. Standard
- Uses direct and indirect belay systems safely once set up.
Outstanding
- Direct and indirect belays are used safely and efficiently in a range of situations.
- Able to clearly explain why one strategy would suit over another.
2.3 Use different belay techniques/devices.
Weak
- Unable to belay effectively and safely using a common manual and assisted braking device of their choosing.
Min. Standard
- Belays effectively and safely using a common manual and assisted braking device of their choosing.
Outstanding
- Shows skilled, refined practice when belaying using a range of manual and assisted braking devices.
- Aware why one would choose one system over the other in the situation.
2.4 Bottom rope belay a climber competently, hold falls and control lowers.
Weak
- Unable to belay effectively and safely.
- Unable to hold falls and control lowers safely using a bottom rope system.
Min. Standard
- Belays effectively and safely.
- Holds falls and control lowers safely using bottom rope systems.
Outstanding
- Able to belay, hold falls and control lowers effectively and safely using a bottom rope system in a range of situations.
2.5 While out of the rope system, assist a belayer to take in, hold a fall and control a lower.
Weak
- Unable to assist a belayer to take in, hold a fall and control a lower.
- When tailing; does not consistently hold the rope, allows excessive slack rope in the system, is unable to take control of the system and belay effectively, is unable to fold a fall or cannot safely control a lower.
Min. Standard
- Able to assist a belayer to take in, hold a fall and control a lower, safely and effectively.
- Aware of its importance.
Outstanding
- Safely assists a belayer to manage the rope system a manual and assisted braking device of their choosing.
- Aware of the rest of the group and external influences whilst doing so.
3. Personal Climbing Skills
3.1 Demonstrate evidence of ongoing access to climbing walls for personal use.
Weak
- Unfamiliar with climbing wall environments and climbing activities undertaken within.
- Appears overwhelmed, easily distracted or complacent, for example, when undertaking tasks.
- Insufficient experience evidenced.
Min. Standard
- Familiar with large commercial climbing wall environments and climbing activities undertaken within.
- Comfortable in the climbing wall environment and attentive when undertaking tasks.
- Sufficient experience evidenced.
Outstanding
- Visits varied climbing wall environments on a regular basis. Undertakes practical climbing activities within.
- Relaxed and focused when undertaking tasks.
- Varied breadth and depth of experience evidenced.
3.2 Understand the importance of centre of gravity in climbing movement.
Weak
- Unable to explain what the centre of gravity is and its importance in maintaining balance and economy of movement.
Min. Standard
- Able to explain what the centre of gravity is and its importance in maintaining balance and economy of movement.
Outstanding
- Able to explain what the centre of gravity is and practically demonstrate when climbing to support participant understanding.
4. Background knowledge
4.1 Describe and use common terminology for climbing.
Weak
- Unaware of common climbing terminology.
Min. Standard
- Aware of common climbing terminology. Uses terminology correctly during tasks.
Outstanding
- Fluidly uses climbing terminology. Uses terminology correctly throughout all tasks.
4.2 Describe the role and philosophy of Mountain Training and its schemes, the mountaineering councils, climbing clubs and the NICAS schemes.
Weak
- Lacks awareness, understanding or interest in the role and philosophy of Mountain Training and its schemes, the mountaineering councils, climbing clubs and the NICAS schemes.
Min. Standard
- Has broad understanding and interest in the role and philosophy of Mountain Training and its schemes, the mountaineering councils, climbing clubs and the NICAS schemes.
Outstanding
- Has a deep understanding and enthusiastic interest in the role and philosophy of Mountain Training and its schemes, the mountaineering councils, climbing clubs and the NICAS schemes.
4.3 Describe the basic concept of grading.
Weak
- Does not understand the purpose or concept of grading
Min. Standard
- Understands and can explain common climbing wall grading systems used in the UK and Ireland.
Outstanding
- Understands and can explain a range of climbing wall grading systems used in the UK and Ireland.
5. Assistant responsibilities
5.1 Assist an instructor in liaising with climbing walls, parents, group members and organisations.
Weak
- Does not understand the position of responsibility instructors have with the group and third parties.
Min. Standard
- Recognises and can explain the responsibilities instructors have with the group and third parties.
Outstanding
- Recognises and can explain the responsibilities instructors, the group and third parties have, their similarities and differences, and how they interconnect to ensure safe activity.
5.2 Demonstrate an awareness of environmental hazards and other site users.
Weak
- Shows a dismissive or cavalier attitude towards environmental hazards and other site users
Min. Standard
- Shows a diligent attitude and considered approach regarding environmental hazards and other site users.
Outstanding
- Shows a well-considered, realistic approach to risk assessment. Able to mitigate against a range of hazards.
5.3 Describe their duty of care in relation to assisting, including safeguarding issues specific to supervising young people and vulnerable adults.
Weak
- Has a very limited understanding of current legislation and related responsibilities.
- Does not know where to source reliable information if unsure.
Min. Standard
- Shows a basic understanding of relevant legislation and related responsibilities.
- Knows where to source reliable information if unsure.
Outstanding
- Has a comprehensive understanding of relevant legislation and related responsibilities.
6. Leadership and decision-making
6.1 Demonstrate good conscientious behaviours for arrival, activity and departure.
Weak
- Late and/or disorganised on arrival.
- Poorly engaged and uninspiring when interacting with groups.
Min. Standard
- On time and well prepared on arrival.
- Engaging and inspiring when delivering to the group.
Outstanding
- On time and well prepared. Significant consideration given to the needs of the group and types of activity to be undertaken.
- Provides a positive and relatable role model participants could seek to aspire to when engaged in climbing activity.
6.2 With support from the supervising instructor, demonstrate adaptable leadership behaviours and decision-making
6.2.1 Monitor the group, environmental conditions and activity, and can adapt their behaviours and decision-making to meet ongoing safety, group and task requirements
6.2.2 Be consistent and confident in their decision-making to achieve positive outcomes and communicate these clearly to the group
Weak
- Shows limited awareness of the interaction between the needs of the group, environmental conditions and chosen activity. Is not adaptable in approach.
- Ineffective monitoring of the group.
- Uncertain and/or unconfident in their approach to achieve appropriate positive outcomes.
Min. Standard
- Shows good situational awareness and adaptable in approach.
- Monitors the group as a whole with periodic attention to the individual participant needs.
- Creates a comfortable learning environment for all.
- Confident in their approach to achieve appropriate positive outcomes.
- Explains the importance and context of the task to the group. Provides clear explanations.
Outstanding
- Shows excellent situational awareness. Reacts well to safety and task requirements. Adapts approach throughout.
- Monitors group members and reacts instinctively to their individual physical and mental needs.
- Creates and maintains a comfortable learning environment throughout.
- Ensures all the group members are engaged throughout.
- Confident and assured in their chosen approach to achieve positive outcomes and can explain why they have chosen one approach over others.
7. Knowledge and demonstration of techniques
7.1 Under direction, deliver technical instruction to individuals and the group including:
7.1.1 Choice and fitting of suitable harnesses.
7.1.2 Attaching the rope to the harness.
7.1.3 Effective belaying.
7.2 Under direction, manage a basic safe warm up session.
Weak
- Gives incorrect or unsafe technical instruction.
- Instructs safely but in an inappropriate, illogical or inefficient manner.
- Misses participant errors if they occur.
- Unable to deliver basic, safe warm activities.
Min. Standard
- Gives clear, safe technical instruction.
- Recognises participant errors and corrects them.
- Able to warm up participants in a safe manner.
Outstanding
- Has multiple strategies to give technical instruction to a range of participants. Able to choose one appropriate to the situation. Clearly explains why the chosen strategy suits the situation and environment.
- Has differing warm up activities suited to a range of participants and chooses one appropriate to the situation.
7.3 Under direction, supervise one bottom roping party, providing back up where appropriate.
Weak
- Delivery is unsafe.
Min. Standard
- Delivery is safe and fun.
Outstanding
- Delivery is inspiring, engaging and fun.
- All participants are engaged whether directly involved in climbing activity or not.
7.4 Under direction, assist in the safe supervision of bouldering activities with groups (including spotting where appropriate).
Weak
- Bouldering activities are unsafe.
- Bouldering problems set are inappropriate for participants due to safety issues, lack of purpose or level of challenge.
Min. Standard
- Bouldering activities are appropriate for the group as a whole.
- Boulder problems set are safe, have purpose and are appropriately challenging.
Outstanding
- Bouldering activities are safe and fun, and problems cater for the individual needs of all participants.
8. Hazards and emergency procedures
8.1 Avoid common problems when assisting supervising a roped party.
Weak
- Struggles to foresee common roped problems before they occur.
Min. Standard
- Good awareness of participants and environment mean common problems are largely foreseen before they occur.
Outstanding
- Acute awareness of participants and environment and well conducted activity mean common problems are very unlikely to occur.
8.2 Demonstrate an awareness of fall zones, lower off zones and trip hazards.
Weak
- Unaware of what constitutes appropriate areas, activities and routes for groups with attention to fall zones, lower off zones and trip hazards.
Min. Standard
- Aware of what constitutes appropriate areas, activities and routes for groups.
Outstanding
- Chooses appropriate areas and routes when tasked. Explains these choices well.
9. Working with other staff
9.1 Describe their role and responsibilities in supporting a qualified instructor.
Weak
- Unable to describe the Indoor Climbing Assistant role and scope of the qualification.
Min. Standard
- Able to describe the Indoor Climbing Assistant role and scope of the qualification.
Outstanding
- Able to recognise when operating on the fringe of the qualification scope and take appropriate action.
9.2 Communicate effectively with a qualified instructor.
Weak
- Does not maintain communication with the qualified instructor.
- Disregards direction and/or instructor guidance.
Min. Standard
- Maintains communication with the qualified instructor.
- Listens and adheres to direction and guidance given.
Outstanding
- Works collaboratively with the qualified instructor to ensure activities are safe and enjoyable for all present.
10. Teaching and learning skills
10.1 Assist a qualified instructor in maintaining a positive learning environment for all participants.
Weak
- Shows little empathy with participants and/or interest in how best to support them to achieve positive outcomes.
- Does not modify their approach to cater for individual needs, differences, strengths and abilities.
- Reacts erratically or aggressively in stressful situations or when challenged by the group.
- Mistakes are commonly labelled ‘errors’ and handled in a negative, condescending manner.
- Does not show an appreciation, understanding and/or desire to overcome various, common barriers to participation participants may have.
Min. Standard
- ‘Listens well’ showing empathy and understanding of individual needs to achieve positive outcomes.
- Modifies their approach to cater for individual needs, differences, strengths and abilities.
- Reacts calmly and reassuringly in stressful situations.
- Mistakes are handled in a positive, non-condescending manner.
- Has an empathetic and positive attitude towards overcoming barriers to participation.
Outstanding
- ‘Reads’ participants well, showing genuine empathy and successfully ‘connects’ with all in attendance to achieve positive outcomes.
- Differentiates their approach to effectively engage with and inspire, all individuals in attendance. Holds the attention of all concerned throughout.
- Evidences praise given with tangible examples which participants are able to relate to.
- Has a ‘can do’ attitude towards overcoming barriers to participation.
- Has a basic understanding of common barriers and, where uncertain, where to access reliable sources of information.
10.2 Communicate effectively and appropriately both with a group and individuals.
Weak
- Communicates with the group ineffectively; Participants are disengaged, uninterested or offended.
- Forces participation or uses negative and/or condescending language to influence performance.
Min. Standard
- Communicates with the group well; Participants are engaged and enthused. Treats all participants with respect.
- Uses praise to positively influence performance. Provides timely feedback to individuals during tasks.
Outstanding
- Adjusts their communication style and demeanour to a range of participants. Uses humour appropriately to engage in a positive way.
- Uses non-verbal communication effectively to positively influence performance.
11. Etiquette and ethics
11.1 Demonstrate an awareness of the impact the group they are with may have upon other site users.
Weak
- Conducts themselves in a poor manner which could compromise access to climbing wall facilities in the future. Shows little consideration to the needs of others.
Min. Standard
- Conducts themselves well and demonstrates considerate use of climbing wall facilities.
Outstanding
- Can describe, explain and demonstrate good practice when undertaking climbing activities with groups.
- Is aware of the importance of adhering to facility rules.