Unit of competency Outline
Date retreived
22/07/2026 9:27 AM AWST
22/07/2026 9:27 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Plan and implement high performance training programs
Plan and implement high performance training programs
Unit of competency
National Code
SISXCAI507A
SISXCAI507A
State Code
D6181
D6181
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
26/04/2012
Field of Education
092103 - Sports Coaching, Officiating And Instruction
Original Release Date
26/04/2012
Nominal Hours
40
Description
This unit describes the performance outcomes, skills and knowledge required to apply sport-specific knowledge to implement a high-performance training program designed to refine the skills and performance of individuals participating at a high level.
Notes
Elements and Performance Criteria
1. Assess athlete's ability to meet the demands of high-level performance.
- 1.1. Identify the requirements of high-level performance for the athlete's sport.
- 1.2. Use approved assessment methods appropriate to the demands of participation in the activity to assess athlete's fitness and skill levels.
- 1.3. Measure, record and evaluate data obtained from assessment activities against current identified demands of participation according to organisational policies and procedures.
- 1.4. Establish the high-performance athlete's aims and priorities for undertaking a training program.
- 1.5. Establish agreed program needs and objectives.
2. Plan a high-performance training program to meet athlete requirements.
- 2.1. Select exercises, activities and training methods to meet the identified needs of the athlete and the high-performance objectives of the sport.
- 2.2. Incorporate a competition or high-performance strategy into the training program, including competition cycles that need preparation.
- 2.3. Identify and select equipment and resource requirements for each stage of the program according to organisational policies and procedures and relevant legislation.
- 2.4. Include evaluation methods to monitor the training program.
- 2.5. Schedule and document all aspects of the training program.
3. Implement and deliver the high-performance training program.
- 3.1. Explain and demonstrate safe performance of exercises and activities.
- 3.2. Explain and demonstrate safe use of equipment according to organisational policies and procedures and manufacturer instructions.
- 3.3. Use motivation techniques to enhance athlete performance.
4. Monitor and adjust the high-performance training program.
- 4.1. Monitor and modify athlete's progress in consultation with support personnel.
- 4.2. Identify errors, potential problems and areas for improvement in the performance and communicate these with the athlete according to best practice principles of the sport.
- 4.3. Monitor skill performance, physical performance and athlete wellbeing throughout the training program and adapt coaching methods and instructional styles where applicable.
- 4.4. Adjust sessions or training program according to the results of monitoring and accepted best practice principles of the sport.
- 4.5. Provide feedback to athlete to improve performance.
- 4.6. Evaluate program according to the methods outlined in the plan and in consultation with athlete and support personnel.
5. Manage competitive or performance events during the training program.
- 5.1. Address relevant competitive and or performance strategies, tactics and support needs.
- 5.2. Continually monitor high-performance athlete's condition throughout competition events to determine factors that affect performance.
- 5.3. Implement changes according to the results of monitoring and accepted best-practice principles of the sport.
physiological and fitness targets
psychological targets
tactical and strategic approaches
skill performance or technique development targets
competition or performance targets.
performance in the activity
tests of skills, techniques, tactics and strategies
tests of psychological and physiological readiness.
psychological and physiological
skills
techniques
tactics
strategies.
occupational health and safety
emergency procedures
risk-analysis procedures
confidentiality
assessment procedures
using, checking and storing equipment
time constraints and scheduling requirements
code of ethics.
competitors at least at a state level
those over the age of 16 years, with some sport-specific exceptions, such as gymnastics or swimming
those under the age of 35 years, with some sport-specific exceptions, such as shooting, archery and bowls.
specificity
progressive overload
rest and recovery
reversibility
frequency
intensity
duration
periodisation
tapering
peaking
individuality and maintenance.
cardiovascular
free weight
hydraulic
exercise balls
bars
steps
bands
resistance
pin-loaded
electronically-braked
air-braked
pool-based.
ratio of coaches to athletes
ratio of equipment to athletes
equipment
time
finance
transport
accommodation.
occupational health and safety
equal opportunity
anti-discrimination
privacy.
fitness assessments
lab assessments
discussions
training and competition performances
training diaries.
goal setting
positive feedback.
athletes
officials
employers
parents or guardians
schools
facility providers
psychologists
medical personnel
other coaches and instructors.
sport's coach or instructor's code of conduct policy
Australian Sports Commission coaches' code of conduct policy
regulations and guidelines of national organisation specific to activity
accepted preventative practices adopted by self or peers to minimise safety hazards and risks.
injury status
psychological status
emotional status
general self-esteem
anger and or stress management
detraining
health
self-discipline.
questioning and discussing
observing
cross-referencing
ongoing functional assessments of performance
consulting with other support personnel or specialists.
state
national
international
amateur
professional.
psychological targets
tactical and strategic approaches
skill performance or technique development targets
competition or performance targets.
performance in the activity
tests of skills, techniques, tactics and strategies
tests of psychological and physiological readiness.
psychological and physiological
skills
techniques
tactics
strategies.
occupational health and safety
emergency procedures
risk-analysis procedures
confidentiality
assessment procedures
using, checking and storing equipment
time constraints and scheduling requirements
code of ethics.
competitors at least at a state level
those over the age of 16 years, with some sport-specific exceptions, such as gymnastics or swimming
those under the age of 35 years, with some sport-specific exceptions, such as shooting, archery and bowls.
specificity
progressive overload
rest and recovery
reversibility
frequency
intensity
duration
periodisation
tapering
peaking
individuality and maintenance.
cardiovascular
free weight
hydraulic
exercise balls
bars
steps
bands
resistance
pin-loaded
electronically-braked
air-braked
pool-based.
ratio of coaches to athletes
ratio of equipment to athletes
equipment
time
finance
transport
accommodation.
occupational health and safety
equal opportunity
anti-discrimination
privacy.
fitness assessments
lab assessments
discussions
training and competition performances
training diaries.
goal setting
positive feedback.
athletes
officials
employers
parents or guardians
schools
facility providers
psychologists
medical personnel
other coaches and instructors.
sport's coach or instructor's code of conduct policy
Australian Sports Commission coaches' code of conduct policy
regulations and guidelines of national organisation specific to activity
accepted preventative practices adopted by self or peers to minimise safety hazards and risks.
injury status
psychological status
emotional status
general self-esteem
anger and or stress management
detraining
health
self-discipline.
questioning and discussing
observing
cross-referencing
ongoing functional assessments of performance
consulting with other support personnel or specialists.
state
national
international
amateur
professional.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
assesses athlete's needs and develops and implements a training program to meet objectives for high-performance situations
plans training sessions that meet athlete expectations, comply with legislative and organisational requirements, and allow the candidate to demonstrate the use of training techniques used during a high-performance training program
applies knowledge of anatomy, physiology and biomechanics to the development of a high-performance training program
evaluates and modifies the training program according to feedback received and the results of evaluation procedures
monitors and manages competitive and or performance situations during a long-term program.
Context of and specific resources for assessment
Assessment must ensure development and implementation of multiple high-performance training programs that are of sufficient duration and breadth to demonstrate competency and consistency of performance.
Assessment must also ensure access to:
an environment with appropriate facilities, equipment and materials
a range of athletes with real or simulated training goals
documentation, such as athlete's performance history and manufacturer specifications for equipment use.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
observation of preparing and planning for a long-term training program, including the assessment of athletes
observation of interacting with a range of athletes, including conveying information for safe participation in training program sessions and monitoring the use of equipment
oral and or written questioning to assess knowledge of the body systems being developed through the implementation of a range of exercises
portfolio of training plans and evaluation measures
third-party reports from a supervisor detailing appropriate work performed by the candidate.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISXCAI405A Conduct individualised long-term training programs.
Guidance information for assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
assesses athlete's needs and develops and implements a training program to meet objectives for high-performance situations
plans training sessions that meet athlete expectations, comply with legislative and organisational requirements, and allow the candidate to demonstrate the use of training techniques used during a high-performance training program
applies knowledge of anatomy, physiology and biomechanics to the development of a high-performance training program
evaluates and modifies the training program according to feedback received and the results of evaluation procedures
monitors and manages competitive and or performance situations during a long-term program.
Context of and specific resources for assessment
Assessment must ensure development and implementation of multiple high-performance training programs that are of sufficient duration and breadth to demonstrate competency and consistency of performance.
Assessment must also ensure access to:
an environment with appropriate facilities, equipment and materials
a range of athletes with real or simulated training goals
documentation, such as athlete's performance history and manufacturer specifications for equipment use.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
observation of preparing and planning for a long-term training program, including the assessment of athletes
observation of interacting with a range of athletes, including conveying information for safe participation in training program sessions and monitoring the use of equipment
oral and or written questioning to assess knowledge of the body systems being developed through the implementation of a range of exercises
portfolio of training plans and evaluation measures
third-party reports from a supervisor detailing appropriate work performed by the candidate.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISXCAI405A Conduct individualised long-term training programs.
Guidance information for assessment
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C6374 | SRXCAI009B | Conduct, monitor and adjust individualised long-term training programs | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WG027 | SISSSCO513 | Plan and implement high performance training and recovery programs | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D447 | SIS50510 | Diploma of Sport Coaching | Qualification |