Unit of competency Outline
Date retreived
23/07/2026 12:51 AM AWST
23/07/2026 12:51 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.
Teach fundamental tenpin bowling skills
Teach fundamental tenpin bowling skills
Unit of competency
National Code
SISSTPB201A
SISSTPB201A
State Code
D5625
D5625
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
19/03/2012
Field of Education
092103 - Sports Coaching, Officiating And Instruction
Original Release Date
19/03/2012
Nominal Hours
20
Description
This unit describes the performance outcomes, skills and knowledge required to teach the fundamental skills of tenpin bowling. This unit focuses on planning, conducting and evaluating drills, activities and games to develop the skills of tenpin bowling to a fundamental level.
Notes
Elements and Performance Criteria
1. Plan fundamental tenpin bowling session or sessions.
- 1.1. Establish participant's needs and characteristics.
- 1.2. Assess participant's readiness and current knowledge of tenpin bowling in order to determine session aims and objectives.
- 1.3. Develop a plan according to participant's needs and characteristics, relevant legislation, organisational policies and procedures and accepted best practice of tenpin bowling.
- 1.4. Identify safety procedures associated with tenpin bowling drills, activities and games according to organisational policies and procedures.
- 1.5. Select and access facility, equipment and resources according to organisational policies and procedures.
2. Brief participants.
- 2.1. Communicate instructions and relevant information about the tenpin bowling session in a manner appropriate to participants.
- 2.2. Encourage participants to seek clarification, information and feedback as required during the session.
- 2.3. Inform participants of known and anticipated risks, safety procedures, appropriate behaviour and fundamental tenpin bowling rules and regulations.
- 2.4. Establish a suitable communication system to use while participating in drills, activities and games.
3. Conduct fundamental tenpin bowling session or sessions.
- 3.1. Apply clear and accurate teaching and coaching techniques to impart required knowledge and the requirements of the fundamental skills of tenpin bowling to be developed.
- 3.2. Advise procedures for dealing with emergency and non-routine situations according to organisational policies and procedures.
- 3.3. Conduct warm-up and introductory activities for participants to reduce the risk of injury.
- 3.4. Monitor individual participant's performance and maintain effective communication during drills, activities and games.
- 3.5. Allow time for cooling down at the end of the session and inform participants of opportunities to further develop their skills.
4. Complete post session responsibilities.
- 4.1. Provide opportunities for participants to identify their personal progress and satisfaction with the session and give feedback as required.
- 4.2. Evaluate relevant aspects of session and determine the level of learning achieved.
- 4.3. Identify potential areas of improvement for future fundamental tenpin bowling sessions.
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 candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Participant's needs and characteristics may include:
age
cultural factors
situational factors
previous experience
fitness level
physical capabilities
injuries and illnesses.
Readiness may include:
fitness levels
motor performance factors
compatibility between participants in game situations
level of arousal which will enhance performance.
Session's aims and objectives may include:
progressive skill acquisition
self-improvement
fitness targets.
Plan may include:
session's aims and objectives
date, time and duration
tenpin bowling facility
coach and participant ratios
equipment and resources
drills, activities and games
participant information
safety requirements.
Relevant legislation may include:
occupational health and safety
authority or permission from local council or tenpin bowling clubs
privacy
working with children.
Organisational policies and procedures may include:
occupational health and safety
conflict resolution
communication protocols
use, care and maintenance of equipment
training and scheduling commitments
code of ethics.
Accepted best practice of tenpin bowling may include:
guiding principles for nationally recognised programs
coaches code of conduct policy
safety considerations for bowlers
sport program management and technical regulations.
Safety procedures may include:
group management in emergency situations
prevention of common tenpin bowling injuries
clear communication systems and explanations of all requirements
assessing bowling conditions and equipment
adequately preparing bowlers for session
ensuring participant's shoes and dress is safe and appropriate for bowling.
Drills, activities and games may include:
a sequential progression of fundamental skills
breaking down skills
modified games
modifying strategies for bowlers with a disability.
Equipment may include:
bowling shoes
variety of bowling balls
pins
lane markers
coloured tape.
Resources may include:
Tenpin Bowling Australia coaching manual and resources
accreditation or technical resources and information
first aid kit
score sheets or boards.
Risks may include:
injuries
falling or slipping
incorrect weight of ball for participant
hazardous objects on the ground
inappropriate behaviour or fighting.
Teaching and coaching techniques may include:
demonstration
explanation
progressing through and linking skills
whole and part approaches
shaping and modelling approaches
reciprocal or peer tutoring
assessment and evaluation.
Required knowledge may include:
rules and regulations of tenpin bowling
fundamental tenpin bowling skills
biomechanical principles
factors affecting skill acquisition
safety and risk management
equipment selection, use and maintenance.
Fundamental skills of tenpin bowling may include:
balance
approach
release
four step delivery.
Introductory activities may include:
correct weight of ball for bowler
correct fit of ball for bowler
centre rules and etiquette.
Participant's performance may include:
use of appropriate communication systems
adequate participation
performance and accuracy of skills
attitude and behaviour.
Relevant aspects may include:
effectiveness of the teaching and coaching session
suitability of teaching and coaching methods
feedback provided to or by participants
initial and final assessment of participant's abilities
validity and reliability of assessment and evaluation tools.
Participant's needs and characteristics may include:
age
cultural factors
situational factors
previous experience
fitness level
physical capabilities
injuries and illnesses.
Readiness may include:
fitness levels
motor performance factors
compatibility between participants in game situations
level of arousal which will enhance performance.
Session's aims and objectives may include:
progressive skill acquisition
self-improvement
fitness targets.
Plan may include:
session's aims and objectives
date, time and duration
tenpin bowling facility
coach and participant ratios
equipment and resources
drills, activities and games
participant information
safety requirements.
Relevant legislation may include:
occupational health and safety
authority or permission from local council or tenpin bowling clubs
privacy
working with children.
Organisational policies and procedures may include:
occupational health and safety
conflict resolution
communication protocols
use, care and maintenance of equipment
training and scheduling commitments
code of ethics.
Accepted best practice of tenpin bowling may include:
guiding principles for nationally recognised programs
coaches code of conduct policy
safety considerations for bowlers
sport program management and technical regulations.
Safety procedures may include:
group management in emergency situations
prevention of common tenpin bowling injuries
clear communication systems and explanations of all requirements
assessing bowling conditions and equipment
adequately preparing bowlers for session
ensuring participant's shoes and dress is safe and appropriate for bowling.
Drills, activities and games may include:
a sequential progression of fundamental skills
breaking down skills
modified games
modifying strategies for bowlers with a disability.
Equipment may include:
bowling shoes
variety of bowling balls
pins
lane markers
coloured tape.
Resources may include:
Tenpin Bowling Australia coaching manual and resources
accreditation or technical resources and information
first aid kit
score sheets or boards.
Risks may include:
injuries
falling or slipping
incorrect weight of ball for participant
hazardous objects on the ground
inappropriate behaviour or fighting.
Teaching and coaching techniques may include:
demonstration
explanation
progressing through and linking skills
whole and part approaches
shaping and modelling approaches
reciprocal or peer tutoring
assessment and evaluation.
Required knowledge may include:
rules and regulations of tenpin bowling
fundamental tenpin bowling skills
biomechanical principles
factors affecting skill acquisition
safety and risk management
equipment selection, use and maintenance.
Fundamental skills of tenpin bowling may include:
balance
approach
release
four step delivery.
Introductory activities may include:
correct weight of ball for bowler
correct fit of ball for bowler
centre rules and etiquette.
Participant's performance may include:
use of appropriate communication systems
adequate participation
performance and accuracy of skills
attitude and behaviour.
Relevant aspects may include:
effectiveness of the teaching and coaching session
suitability of teaching and coaching methods
feedback provided to or by participants
initial and final assessment of participant's abilities
validity and reliability of assessment and evaluation tools.
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 following is essential:
plans and delivers information, explanations and demonstrations for tenpin bowling sessions to ensure activities are conducted safely according to participant's needs and characteristics
observes and monitors the progress of participants and provides constructive feedback and intervention to improve and develop the fundamental skills of tenpin bowling
uses and modifies teaching and coaching techniques and drills, activities and games to cater for a range of individual learning styles
evaluates and reflects on own coaching performance to identify strengths, weaknesses and areas that need improvement.
Context of and specific resources for assessment
Assessment must ensure conduct of safe drills, activities and games that reflect the needs and characteristics of a range of participants and are of sufficient duration and breadth to demonstrate competency and consistency of performance.
Assessment must also ensure access to:
a sufficient tenpin bowling facility with space and lanes for at least 10 participants
a group of participants at the beginner level to take part in sessions and games
equipment such as bowling shoes, a variety of bowling balls, bowling lanes, pins, lane markers and coloured tape
teaching resources and information regarding participants and facility to accurately plan, coach and document fundamental tenpin bowling sessions for a variety of participants
current relevant legislation, organisational policies and procedures, and rules and regulations of tenpin bowling that impact on the conduct of fundamental drills, activities, and games.
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 planning processes, such as consulting with participants to determine their needs and characteristics
oral or written questioning to assess knowledge of relevant legislation, organisational policies and procedures, and rules and regulations of tenpin bowling to enable safe conduct of all drills, activities and games during the sessions
observation of safe coaching of fundamental tenpin bowling skills, and monitoring and adjusting instructional techniques according to participant's needs, characteristics and responses
portfolio of session plans and self-evaluations
third-party reports from a supervisor detailing performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
plans and delivers information, explanations and demonstrations for tenpin bowling sessions to ensure activities are conducted safely according to participant's needs and characteristics
observes and monitors the progress of participants and provides constructive feedback and intervention to improve and develop the fundamental skills of tenpin bowling
uses and modifies teaching and coaching techniques and drills, activities and games to cater for a range of individual learning styles
evaluates and reflects on own coaching performance to identify strengths, weaknesses and areas that need improvement.
Context of and specific resources for assessment
Assessment must ensure conduct of safe drills, activities and games that reflect the needs and characteristics of a range of participants and are of sufficient duration and breadth to demonstrate competency and consistency of performance.
Assessment must also ensure access to:
a sufficient tenpin bowling facility with space and lanes for at least 10 participants
a group of participants at the beginner level to take part in sessions and games
equipment such as bowling shoes, a variety of bowling balls, bowling lanes, pins, lane markers and coloured tape
teaching resources and information regarding participants and facility to accurately plan, coach and document fundamental tenpin bowling sessions for a variety of participants
current relevant legislation, organisational policies and procedures, and rules and regulations of tenpin bowling that impact on the conduct of fundamental drills, activities, and games.
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 planning processes, such as consulting with participants to determine their needs and characteristics
oral or written questioning to assess knowledge of relevant legislation, organisational policies and procedures, and rules and regulations of tenpin bowling to enable safe conduct of all drills, activities and games during the sessions
observation of safe coaching of fundamental tenpin bowling skills, and monitoring and adjusting instructional techniques according to participant's needs, characteristics and responses
portfolio of session plans and self-evaluations
third-party reports from a supervisor detailing performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C6949 | SRSTPB001A | Teach and/or develop the fundamental skills of tenpin bowling | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| OBD96 | SISSTPB001 | Conduct tenpin bowling coaching sessions with foundation level participants | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J757 | SIS20513 | Certificate II in Sport Coaching | Qualification |