Unit of competency Outline

Date retreived
22/07/2026 4:53 PM AWST

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Plan and implement high performance training and recovery programs

Plan and implement high performance training and recovery programs

Unit of competency
National Code
SISSSCO513
State Code
WG027
TGA Status
Replaced
DTWD Status
Transition (Replaced)
Current Release Number
1.00
Current Release Date
06/03/2013
View on TGA
State Implementation and Classification
Approved Date
15/10/2014
Field of Education
092103 - Sports Coaching, Officiating And Instruction
Original Release Date
15/10/2014
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 ability to meet the demands of high-level performance.
  • 1.1 Identify requirements of high-level performance for the athlete’s sport.
  • 1.2 Use approved assessment methods appropriate to demands of participation in the activity to assess athlete fitness and skill levels.
  • 1.3 Measure, record and evaluate data obtained from assessment activities against current identified demands of participation.
  • 1.4 Establish high-performance athlete aims and priorities for the training program.
  • 1.5 Establish agreed program needs and objectives.
2. Plan a training and recovery program to meet athlete requirements.
  • 2.1 Investigate current national and international trends and innovations in high performance training program design.
  • 2.2 Implement principles of high performance training program design to meet identified needs of athlete and high-performance objectives of the sport.
  • 2.3 Consider competition requirements and align competition opportunities within training program.
  • 2.4 Incorporate cross training opportunities where appropriate.
  • 2.5 Incorporate principles of recovery into training program design.
  • 2.6 Identify and select equipment and resource requirements for each stage of the program.
  • 2.7 Include evaluation methods to monitor training program.
  • 2.8 Schedule and document all aspects of training program.
3. Implement the program.
  • 3.1 Explain and demonstrate safe performance of exercises and activities.
  • 3.2 Explain and demonstrate safe use of equipment according to manufacturer instructions.
  • 3.3 Use motivation techniques to enhance athlete performance.
4. Monitor and adjust the training and recovery program.
  • 4.1 Monitor and modify athlete progress in consultation with support personnel.
  • 4.2 Identify errors, potential problems and areas for improvement in performance and communicate these with athlete.
  • 4.3 Monitor skill performance, physical performance and athlete wellbeing throughout training program and adapt coaching methods and instructional styles where applicable.
  • 4.4 Adjust sessions or training program according to results of monitoring.
  • 4.5 Provide feedback to athlete to improve performance.
  • 4.6 Evaluate training and recovery program according to methods outlined in plan and in consultation with athlete and support personnel.
  • 4.7 Identify symptoms of negative adaptation.
  • 4.8 Refer athletes who have symptoms of negative adaptation to relevant support personnel.
5. Manage competitive or performance events during the program.
  • 5.1 Address relevant competitive and or performance strategies, tactics and support needs.
  • 5.2 Continually monitor high-performance athlete condition throughout competition events to determine factors that affect performance.
  • 5.3 Implement changes according to results of monitoring.
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the individual, accessibility of the item, and local industry and regional contexts) may also be included.
Requirements of high-level performance may include:
physiological and fitness targets
psychological targets
tactical and strategic approaches
skill performance or technique development targets
competition or performance targets.
Assessment methods may include:
performance in the activity
tests of skills, techniques, tactics and strategies
tests of psychological and physiological readiness.
Demands of participation may include:
psychological and physiological
skills
techniques
tactics
strategies.
Principles of high performance training program design may include:
specificity
progressive overload
rest and recovery
reversibility
frequency
intensity
duration
periodisation
tapering
peaking
individuality and maintenance.
Competition opportunities may include:
leagues
local
pre-season
regional
national
state
benchmark international events.
Cross training may include:
land based complementary activities
water based fitness and recovery activities.
Principles of recovery may include:
training stimulus
adaptation
tapering
training volume and intensity
planning for recovery.
Equipment may include:
cardiovascular
free weight
hydraulic
exercise balls
sport specific
bars
steps
bands
resistance
pin-loaded
electronically-braked
air-braked
pool-based.
Resource requirements may include:
ratio of coaches to athletes
ratio of equipment to athletes
equipment
time
finance
transport
accommodation.
Evaluation methods may include:
fitness assessments
lab assessments
discussions
training and competition performances
training diaries.
Motivation techniques may include:
goal setting
positive feedback.
Support personnel may include:
classifiers
disability specific
sport administrators
team managers
gear stewards
other coaches
competition managers
facility managers
fitness professionals
officials
sports physician
sports trainer
sports doctor
parent or guardian
physiotherapist
accredited exercise physiologist
sports scientist
remedial massage therapist
accredited practising dietician
psychologist.
Athlete wellbeing may include:
injury status
psychological status
emotional status
general self-esteem
anger and or stress management
detraining
health
self-discipline.
Monitoring may include:
questioning and discussing
observing
cross-referencing
ongoing functional assessments of performance
consulting with other support personnel or specialists.
Competition events may include:
state
national
international
amateur
professional.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
assess athlete needs and develop and implement a training program to meet objectives for high-performance situations in line with current trends, innovations and best practice principles of the sport
plan training sessions that meet athlete expectations, comply with legislative and organisation requirements, and allow the individual to demonstrate the use of training techniques used during a high-performance training program
apply knowledge of anatomy, physiology and biomechanics and principles of recovery to the development of a high-performance training program
evaluate and modify the training program according to feedback received and the results of evaluation procedures
monitor and manage 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 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 individual.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISSSCO304 Customise coaching for athletes with specific needs
SISXCAI305A Conduct individualised long-term training programs.
Replaces
State Code National Code Title Type
D6181 SISXCAI507A Plan and implement high performance training programs Unit of competency
Replaced By
State Code National Code Title Type
OBD94 SISXCAI008 Plan, conduct and review training and recovery programs Unit of competency