Unit of competency Outline
Date retreived
22/07/2026 2:54 PM AWST
22/07/2026 2:54 PM 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.
Apply self-management to intermediate level coaching
Apply self-management to intermediate level coaching
Unit of competency
National Code
SISSSCO411
SISSSCO411
State Code
WG025
WG025
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
04/07/2013
Field of Education
092103 - Sports Coaching, Officiating And Instruction
Original Release Date
04/07/2013
Nominal Hours
20
Description
This unit describes the performance outcomes, skills and knowledge required to improve coaching skills for sport competition environments. This unit focuses on the ability to apply self-reflection techniques and plan and implement a professional development plan.
Notes
Elements and Performance Criteria
1. Assess the broader requirements of a coaching role.
- 1.1 Identify the role of a coach in implementing sports policies.
- 1.2 Identify key personnel that have influence on coaches.
- 1.3 Confirm scope of authority with key personnel in relation to role within sport structure.
- 1.4 Identify professional standards expected of a coach.
- 1.5 Source information on risk management principles and types of insurance available to coaches.
- 1.6 Identify time management strategies.
2. Design a professional development plan.
- 2.1 Use evaluation strategies to establish personal professional development objectives.
- 2.2 Review own performance against agreed program objectives and in response to senior coach comments.
- 2.3 Use self-reflection methods to assist the self-evaluation process.
- 2.4 Identify aspects of coaching styles to improve.
- 2.5 Design a professional development plan to enhance performance and build resilience as a coach.
- 2.6 Undertake actions to implement the plan.
3. Analyse own coaching performance.
- 3.1 Use appropriate technology and equipment to evaluate performance.
- 3.2 Determine own coaching philosophy suitable for athletes being coached.
- 3.3 Record coaching actions or styles that were particularly effective or to be avoided for future use.
- 3.4 Share and discuss feedback regarding the evaluation and recommended future modifications with support personnel.
- 3.5 Confirm with support personnel any changes to future performances based on outcomes of evaluation process.
- 3.6 Modify professional development plan accordingly.
4. Monitor progress and make modifications to plan.
- 4.1 Determine timing of review of professional development plan.
- 4.2 Identify support personnel to be part of review.
- 4.3 Assess progress towards career objectives and coach requirements of NSO.
- 4.4 Adjust objectives and modify plan based on evaluation outcomes.
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.
Sports policiesmay include:
member protection
child protection
coaches codes of conduct or behaviour
anti-doping
media
risk management.
Personnelmay include:
administrators
board or committee members
other coaches
media
parents
officials
mentors.
Evaluation strategiesmay include:
reflection on past performance
questioning and discussions
observations
cross-referencing with coaching standards
consultation with other support personnel or specialists
feedback from senior coach or mentor.
Self-reflection methodsmust include:
coaching diary
mentoring
video self-analysis.
Coaching stylesmay include:
friendly and approachable while maintaining a 'professional distance'
directive regarding non-negotiable issues such as safety factors
directive regarding not-negotiable issues
casual
critical friend
motivational
disciplinarian
humorous when appropriate
organised and efficient
supportive and encouraging.
Professional development planmust include:
career objectives
coaching standards or best practice to be met
lifestyle adjustments
psychological approaches
use of mentor or senior coach
use of support personnel
identified deficiencies
strategies to improve performance.
Feedbackmay be:
verbal
written
visual
tactile
informal
formal.
Support personnelmay include:
sport administrators
officials
other coaches
mentors
sports medicine professionals
fitness professionals
accredited practising dietician
psychologist.
physiotherapist
sports scientist.
Sports policiesmay include:
member protection
child protection
coaches codes of conduct or behaviour
anti-doping
media
risk management.
Personnelmay include:
administrators
board or committee members
other coaches
media
parents
officials
mentors.
Evaluation strategiesmay include:
reflection on past performance
questioning and discussions
observations
cross-referencing with coaching standards
consultation with other support personnel or specialists
feedback from senior coach or mentor.
Self-reflection methodsmust include:
coaching diary
mentoring
video self-analysis.
Coaching stylesmay include:
friendly and approachable while maintaining a 'professional distance'
directive regarding non-negotiable issues such as safety factors
directive regarding not-negotiable issues
casual
critical friend
motivational
disciplinarian
humorous when appropriate
organised and efficient
supportive and encouraging.
Professional development planmust include:
career objectives
coaching standards or best practice to be met
lifestyle adjustments
psychological approaches
use of mentor or senior coach
use of support personnel
identified deficiencies
strategies to improve performance.
Feedbackmay be:
verbal
written
visual
tactile
informal
formal.
Support personnelmay include:
sport administrators
officials
other coaches
mentors
sports medicine professionals
fitness professionals
accredited practising dietician
psychologist.
physiotherapist
sports scientist.
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:
reflect on own performance and career objectives related to coaching to inform the professional development plan
critically analyse own performance using available technology and equipment to identify areas for improvement
demonstrate understanding of role within sport structure and behaviours expected of a coach
communicate effectively with support personnel to gain feedback and information to enhance performance
implement changes to improve the quality of coaching based on formal and informal feedback.
Context of and specific resources for assessment
Assessment must ensure:
identification and application of strategies to enhance coaching performance over a period of time to demonstrate competence and consistency of performance.
Assessment must also ensure access to:
a sport-specific training or competition setting or environment
organisation sports policies
athletes, equipment and facilities and support personnel in a competition setting or environment
a NCAS qualified senior coach or mentor
current NSO rules and regulations and best practice principles for coaches
Australian Sports Commission (ASC) Coach Code of Behaviour.
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 identifying performance deficiencies
oral and or written questioning to assess knowledge of evaluation and self-reflection techniques
observation of receiving feedback
a portfolio containing written reports or diaries, evidence or documentation of oral reports, relevant paperwork and analysis of feedback where required
third-party reports from support personnel detailing coaching professional development.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISSSCO306 Provide drugs in sport information
SISSSCO307 Provide nutrition information to athletes
SISSSCO308 Support athletes to adopt principles of sports psychology
sport-specific units of competency.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
reflect on own performance and career objectives related to coaching to inform the professional development plan
critically analyse own performance using available technology and equipment to identify areas for improvement
demonstrate understanding of role within sport structure and behaviours expected of a coach
communicate effectively with support personnel to gain feedback and information to enhance performance
implement changes to improve the quality of coaching based on formal and informal feedback.
Context of and specific resources for assessment
Assessment must ensure:
identification and application of strategies to enhance coaching performance over a period of time to demonstrate competence and consistency of performance.
Assessment must also ensure access to:
a sport-specific training or competition setting or environment
organisation sports policies
athletes, equipment and facilities and support personnel in a competition setting or environment
a NCAS qualified senior coach or mentor
current NSO rules and regulations and best practice principles for coaches
Australian Sports Commission (ASC) Coach Code of Behaviour.
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 identifying performance deficiencies
oral and or written questioning to assess knowledge of evaluation and self-reflection techniques
observation of receiving feedback
a portfolio containing written reports or diaries, evidence or documentation of oral reports, relevant paperwork and analysis of feedback where required
third-party reports from support personnel detailing coaching professional development.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISSSCO306 Provide drugs in sport information
SISSSCO307 Provide nutrition information to athletes
SISSSCO308 Support athletes to adopt principles of sports psychology
sport-specific units of competency.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| OBE19 | SISSSCO005 | Continuously improve coaching skills and knowledge | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| AC303 | SISSS00063 | Intermediate Coach | Skill set |
| J514 | SIS50612 | Diploma of Sport Development | Qualification |