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:

Accepted best practice in squash

the Squash Coaches Code of Conduct as developed by the Professional Squash Coaches Association of Australia

relevant sections of

Squash Coaches Resource Manual

Squash Centre Operations Manual

Squash Australia Inc, eg, anti doping policy

Australian Sports Commission Harassment-free Sport policy

Activities and games to teach or develop the basic tactics and strategies

routines and drills

restricted games

group discussion

Players readiness

physical

social

psychological, and/or

emotional

basic perceptual - motor skills

Rally and game strategies

applying the ten fundamentals strategies of squash to a rally and game

developing basic tactical decision making skills

deception

adapting strategies to strengths and weaknesses

shot selection and placement

anticipation

Relevant information, discussions and demonstrations to conduct activities and/or games

keeping verbal instructions to a minimum

placing an emphasis on practical involvement

providing feedback on an individualised basis

providing group feedback

selecting methods of teaching/learning to suit participants' readiness and available equipment

monitoring and adjusting instruction in accord with participants' responses during and/or between sessions

Resources

equipment health and safety provisions

ancillary facilities

number of courts

technical aids including computers and videos

Rules and regulations

International Rules of Squash (singles and doubles)

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 sufficient knowledge of the drills, activities and games to teach and develop the basic tactics and strategies of squash in a competitive situation
Assessment of performance should be over a period of time covering all categories of coaching from the Range Statements
Assessment must confirm the ability to apply knowledge and appropriate techniques to
observe a player/s and recognise when and how intervention should take place to improve individual tactics and strategies
observe a player/s and recognise when and how intervention should take place to improve individual tactics and strategies
select an appropriate learning environment for tactical development

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)
SRSSQU001A Teach or develop the fundamental skills of squash
For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)
SRSCGP001A Operate in accord with accepted coaching practices, styles and legal and ethical responsibilities
SRSOGP002A Apply rules and regulations to conduct games and competitions
SRXCAI001B Assist in preparing sport and recreation sessions for participants
SRXCAI002B Assist in conducting sport and recreation session for participants
SRXCAI003B Provide equipment for activities

Required knowledge and skills
Required knowledge
Knowledge of the basic tactics and strategies of squash in order to teach or develop at a higher level
Knowledge of activities and games to teach the basic tactics and strategies of squash
Basic knowledge of the development of perceptual - motor skills
Knowledge of the rules and regulations of squash in order to teach or develop tactics and strategies of the game
Required skills
Skills used to apply the rules of squash to optimise game and rally plans, eg, movement, voice, use of technical aids, judgement, reporting
Ability to provide demonstrations, i.e., self, other athletes as models, videos
Ability to determine the effectiveness of game and rally strategies
Ability to communicate effectively between games

Resource implications
Physical resources - assessment of this competency requires access to
a squash facility
equipment
participants competing in squash at an appropriate level
Human resources - assessment of this competency will require
personnel with competency in coaching squash at the intermediate level
personnel to be current in their knowledge and understanding of the industry through provision of evidence of professional activity in relevant area
personnel to have attained the National Competency Standards for Assessment BSZ401A, BSZ402A and BSZ403A

Consistency in performance
Due to issues such as coaching effectiveness this unit of competency must be assessed over three (3) sessions in order to ensure consistency of performance over the Range Statements and contexts applicable to coaching squash

Context for assessment
This unit of competency must be assessed in the context of a sporting activity with a range of real clients. For valid and reliable assessment the sporting activity should be conducted in a squash facility with participants playing squash at the competitive level. The environment should be safe, with noise to a level experienced with an activity in full operation and support services provided for optimum performance
The unit of competency should be assessed through the observation of processes and procedures, oral and/or written questioning on underpinning 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

Communicating ideas and information
Explain instructions clearly (1)

Collecting analysing and organising information
Identify keybasic skills (1)

Planning and organising activities
Plan training sessions (1)

Working with others and in teams
Create conducive environment for peer and player feedback (2)

Using mathematical ideas and techniques
Not applicable (0)

Solving problems
Implement error detection and correction (2)

Using technology
Not applicable (0)