Elements and Performance Criteria

The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency:

Activity specific skills

refers to skills specific to the activity which may include

physical/motor skills

tactical/mental skills

a combination of physical and tactical, forming a sequence of skills

Best practice principles of the activity or organisation

refers to

the activity's Coaches or Instructors

the Australian Coaching Council's

national activity organisation regulations and guidelines

relevant national, state/territory or local government regulations and guidelines

employer organisation's policies and procedures

the culture of the activity

accepted preventative practices adopted by self or peers to minimise safety hazards and risks in the same or similar situations

current and past good practice demonstrated by self or peers in the same or similar situation

Client confidentiality

information regarding client status and/or well-being should not be passed on to other individuals without the permission of the client

refer to best practice principles of the activity or organisation

Client

experienced

inexperienced

adults

children

infants

school or youth groups, tourists, club members and general public

variety of cultural groups

clients with specific requirements

Equipment

can include

fixed pieces of apparatus for use by all clients

individual equipment required by each client in order to undertake the activity, eg, kickboard

personal protective or non-protective clothing or attire

technical

audio-visual

safety

Ethical responsibilities

refers to behavioural requirements set down by various peak bodies which govern the way in which an instructor interacts with their client/s and conducts an instructional session

incorporates

harassment

sexual harassment

sexual abuse

physical abuse

client/instructor relationships

cheating

inclusive/non-discriminatory practices

bullying

child protection

Information

includes

expectations and aspirations of clients

numbers, ages and gender of clients

previous experience and developmental stage of clients, their background, special requirements, available time, expectations or organisations

activity national organisation codes and rules as they apply to the range of clients

staff and financial resources

cultural and political influences

involvement and interest of parents

details on time

necessary equipment, clothing and footwear

materials and provision

precautions and other health and safety information

is collected through

activity specific performance tests

physiological procedures profiling protocols

psychological profiling procedures and protocols

discussions

observation

sources include

clients

parents

organisations

recorded information

is imparted

through demonstrations and explanations

through tactile input

through self-exploration activity/ies, tasks or projects

in writing

verbally

Instructional styles

refers to the presentation style/s adopted by the instructor to communicate with the client

depending on the situation the instructor should be able to incorporate a range of combinations of the following styles and/or any associated variations

friendly and approachable while maintaining a 'professional distance'

clear, precise and, if appropriate, directive regarding not-negotiable issues, eg, safety factors

humorous when appropriate

laissez faire, or casual, when appropriate

organised and efficient

a 'critical friend'

motivational and encouraging

disciplinarian, including modification of undesirable behaviours in clients

Legal responsibilities

refers to issues such as

duty of care

negligence

waivers and exclusion clauses

insurance

natural justice

contract negotiations

restraint of trade

operating in accord with accepted occupational health and safety standards

complying with local, state and national government legislation and/or requirements

Natural justice

right of appeal

right to an explanation, particularly in relation to

selections

suspensions

notice of charges

right to be heard

act without bias

Personal philosophies

refers to a set of personal beliefs and practices associated with instruction in relation to issues where there is no clear cut rules, policies or regulations

Principles of risk management

in relation to instruction, refers to issues such as

risk identification

relevant activity specific safety requirements, including safety equipment

injury prevention

first aid requirements, including cardio-pulmonary resuscitation and life saving skills required for aquatic activities

hygiene requirements

accident records and reporting

medical conditions

safety requirements for spectators and competition

risk assessment

supervision requirements/ratios

medical clearances

manageable risks

emergency plan

Resources

include

human

physical

equipment

materials

health and safety provisions

indoor facilities

outdoor facilities

provisions for sessions

supporting material

grants and/or sponsorship

Responsibilities of a role model

clients

spectators

parents

administrators

colleagues

other support personnel

Risk management plan

refers to a plan of action to reduce the risks associated with the particular activity and assist the instructor to reduce the chance of breaching their duty of care; it includes

risk identification

risk assessment

design of risk elimination or reduction plan

implementation of the plan

constant evaluation and modification of the plan

Rules, policies and regulations

refers to

current edition of the relevant national activity organisation's rules

national activity organisation's rules, policies and procedures regarding competent and ethical instructing, dress requirements and protocols, health and safety and other values underpinning the activity

current edition of the relevant recreation organisation's rules

Session plans

should include

aim of the session

sequence of tasks and activities designed to meet the session aim

tasks and activities to match client needs and abilities

resources required to conduct the session

Support personnel

administrators/managers

other coaches or instructors

assistants

attendants

other health professionals

parents/guardians

other involved/appropriate personnel

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements.
Critical aspects of evidence to be considered
Assessment must confirm the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to
access ongoing professional development
operate in accordance with the legal responsibilities of an instructor
operate in accordance with the ethical responsibilities of an instructor
work with colleagues and other support personnel
identify, explain and justify common styles of instruction in relation to particular situations and client groups
determine the appropriateness of activities in relation to each client's stage of development
develop session plans that select and sequence tasks or activities to meet both the session aim and the client's needs
articulate and justify personal philosophies relating to winning/losing and holistic development of the client in relation to particular situations and client groups
implement the best practice principles of the activity

Interdependent assessment of units
This unit must be assessed after attainment of competency in the following unit(s)
Nil
This unit must be assessed in conjunction with the following unit(s)
Nil
For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)
Nil

Required knowledge and skills
Required knowledge
Relevant activity specific knowledge to instruct the skills being included in the session or program
Fundamental principles of group management
Fundamental principles of growth and development
Learning styles
Principles of risk management
Principles of lesson plans
Instructional styles and responsibilities
Legislation relevant to instructors
Organisation policies and procedures related to instructors
Required skills
Ability to communicate effectively in order to pass on appropriate information to clients in regard to responsibilities as an instructor
Ability to convey and interpret information in order to effectively receive information and pass this on to clients in a manner that is correct and applicable
Adequate numeracy and literacy skills in order to effectively and efficiently receive and convey information relevant to clients
Planning skills to develop session plans that meet organisation/instructor aims and match client needs and abilities
Ability to conduct basic risk assessment and implement a risk management plan for the specific instructional situation/environment
Supervision and group control skills to manage a group of clients in an instructional situation/environment
Ability to organise resources and equipment appropriate to the session and/or activity

Resource implications
Physical resources - assessment of this competency requires access to
a real or simulated work environment
appropriate documentation and resources normally used in the workplace
genuine clients, ie, not the peers of the learner, recreation equipment and recreation facilities in an instructional setting
Human resources - assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines. That is assessors (or persons within the assessment team) should
be competent in this unit
be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area
have attained the National Competency Standards for Assessment: BSZ401A, BSZ402A and BSZ403A

Consistency in performance
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the work environment

Context for assessment
This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace
This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a "number of locations", any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.
Communicating ideas and information
(2)

Collecting analysing and organising information
(2)

Planning and organising activities
(2)

Working with others and in teams
(3)

Using mathematical ideas and techniques
(1)

Solving problems
(2)

Using technology
(1)