Unit of competency Outline
Date retreived
22/07/2026 3:06 PM AWST
22/07/2026 3:06 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.
Teach fundamental basketball skills
Teach fundamental basketball skills
Unit of competency
National Code
SISSBSB201A
SISSBSB201A
State Code
D6541
D6541
TGA Status
Replaced
Replaced
DTWD Status
Transition (Replaced)
Transition (Replaced)
State Implementation and Classification
Approved Date
14/02/2014
Field of Education
092103 - Sports Coaching, Officiating And Instruction
Original Release Date
14/02/2014
Nominal Hours
40
Description
This unit describes the performance outcomes, skills and knowledge required to teach players fundamental basketball skills. It requires the ability to plan, conduct and evaluate drills, activities and games which focus on player development of the foundation skills of basketball.
Notes
Elements and Performance Criteria
1. Plan fundamental level basketball sessions.
- 1.1. Identify and assess participants' needs and characteristics to plan tailored basketball sessions.
- 1.2. Identify and assess participants' readiness and current knowledge of basketball to determine sessionaims and objectives.
- 1.3. Develop a plan to meet young participants' needs in accordance with relevant regulations, organisational policies and procedures
- 1.4. Identify risks and incorporate safety procedures to manage the risks associated with fundamental basketball drills, activities and games.
- 1.5. Access and select location, equipment and resources and check to ensure safety and suitability.
2. Brief young participants.
- 2.1. Communicate instructions and relevant information about the fundamental basketball session in a manner understandable to young participants.
- 2.2. Inform participants of known and anticipated risks, safety procedures, responsible, safe and appropriate behaviour and fundamental basketball rules.
- 2.3. Discuss, clarify and establish a suitable communication system to promote teamwork while participating in drills, activities and games.
- 2.4. Advise procedures for dealing with emergency and non-routine situations.
- 2.5. Encourage participants to ask questions and seek feedback during the briefing and the session.
3. Conduct fundamental level basketball sessions.
- 3.1. Use teaching and coaching techniques appropriate to the needs of young participants to develop players' fundamental basketball skills in attack and defence and to impart required playerknowledge.
- 3.2. Conduct the coaching session according to accepted best practice in basketball coaching and endorsed standards promoted by sporting organisations
- 3.3. Conduct warm-up and introductory activities for participants, to reduce the risk of injury.
- 3.4. Use basketball drills and activities in practice sessions to progress player skills to game situations.
- 3.5. Modify, as required, the game and rules for young players.
- 3.6. Monitor individual participant's performance and maintain effective communication during fundamental basketball drills, activities and games.
- 3.7. Observe participants during fundamental basketball drills, activities and games, and adjust or refine individual or group technique as required.
- 3.8. Allow time for and conduct cool down activities at the end of the session.
4. Complete post-session responsibilities.
- 4.1. Talk to young participants about opportunities to further develop their fundamental basketball skills.
- 4.2. Provide opportunities for participants to identify their personal progress and satisfaction with the session, and encourage their feedback and questioning.
- 4.3. Evaluate relevant aspects of basketball session and determine the level of learning achieved.
- 4.4. Identify areas of improvement for future fundamental basketball 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.
Participants' needs and characteristics may relate to :
age
maturity for age
preferences or protocols of different cultures, nationalities and religions
player motivation for participation
compatibility between players in match situations.
Readiness may involve:
previous experience in team sports, especially basketball
basketball skills and knowledge of applicable rules
emotional capability to deal with competing in a game
fitness levels and physical capabilities
motor performance factors
current or recurring injuries and illnesses.
Session aims and objectives may include:
progressive skill acquisition during drills, activities and games
improvement of individual player skills
improvement of teamwork skills
improvement of player fitness
management of player injury.
Plan may include:
session plan
whole of season skill development plan
session aims and objectives
date, time and duration
location
coach and participant ratios
resources required
equipment required
tailored drills, activities and games
activities to progress playing skills to game situations.
Regulations may relate to:
occupational health and safety (OHS) legislation
permits from land management authorities or local council
authority or permission from basketball clubs or associations
privacy legislation
working with children checks
environmental protection regulations.
Organisational policies and procedures may involve:
risk management
safety
management of players' current or recurring injuries and illnesses
conflict resolution
in game communication procedure
use, care and maintenance of equipment and court
training and scheduling commitments
code of ethics
harassment-free sports policies.
Safety procedures may include:
group management in emergency situations
prevention, symptoms and first aid treatment of common basketball injuries
management of players' current or recurring injuries and illnesses
equipment checking and usage
court safety
safe and clear communication systems.
Drills, activities may involve:
those described in Basketball Australia's Coaching Manuals
developing skills through appropriate sequencing of skills
progressive skill acquisition
breaking down skills
modifying skill drills
coordinated positional plays
warm ups and cool downs.
Games may include:
simulated games to develop fundamental skills
competition games
modified games to meet specific player and team needs
practice matches to develop fundamental skills.
Location may include:
basketball courts:
indoor
outdoor
off court locations such as gyms.
Equipment may include:
basketballs
uniforms
appropriate footwear
stop watches
whistles
cones
baskets with nets and backboards.
Resources may include:
teaching and coaching tools
visual media equipment
food and water
first aid kit.
Relevant information may relate to:
objectives of the session
skills focus of the session
equipment and resource requirements, selection and use
responsible and safe behaviour.
Risks may include:
collisions
injuries including:
fractures
dislocations
sprains
strains
exhaustion
dehydration.
Rules may include:
local state or territory
national
international.
Communication system may include:
calls
hand signals
eye signals.
Teaching and coaching techniques may include:
demonstration
explanation
breaking down fundamental skills into components
breaking down drills into components
progressing through and linking skills
monitoring and observing progress
fault detection and correction
assessment of participants' skills
providing positive reinforcement and feedback during and after drills, activities and games.
Fundamental basketball skills may include:
game sense and decision making at a fundamental level
basic body movement with a ball
basic movement without a ball
jumping
efficient running technique
moving the ball:
advanced ball handling
figure 8
crossovers
dribbling
ball wraps
basic passing and receiving:
stationary
moving
"getting the ball" (leading technique)
shooting
one handed shot (guided by other hand)
lay-ups (footwork)
individual defensive skills:
basic defensive stance, footwork ("defensive slide")
channelling a dribbler and "turning" a dribbler
rebounding and blocking out
body position.
Required player knowledge may include:
rules of basketball
organisational policies and procedures and those promoted by sporting organisations
when to apply different basketball skills
role of player positions
basic biomechanical principles
strengths and weaknesses of opposition and own team
equipment selection, use and maintenance
communication systems used in basketball.
Accepted best practice in basketball coaching may include:
positive role modelling
good sportsmanship
preventative practice to minimise safety risks and hazards
positivity when providing constructive feedback on player performance.
Endorsed standards may include:
Australian Sports Commission Harassment-free Sport policy
Basketball Australia's Coaches Code of Ethics
Basketball Australia's Member Protection Policy
Basketball Australia's Junior Sport Framework
Basketball Australia anti-doping policy.
Participant's performance may include:
use of appropriate communication systems
accuracy of skill
team participation
attitude and behaviour
ability to link and use the fundamental skills of basketball.
Relevant aspects may include:
the quality of own performance in the coaching session
effectiveness of the teaching and coaching session
suitability of teaching and coaching methods
feedback provided to or by participants
initial and final assessment of participants' abilities
validity and reliability of coaching and assessment tools.
Participants' needs and characteristics may relate to :
age
maturity for age
preferences or protocols of different cultures, nationalities and religions
player motivation for participation
compatibility between players in match situations.
Readiness may involve:
previous experience in team sports, especially basketball
basketball skills and knowledge of applicable rules
emotional capability to deal with competing in a game
fitness levels and physical capabilities
motor performance factors
current or recurring injuries and illnesses.
Session aims and objectives may include:
progressive skill acquisition during drills, activities and games
improvement of individual player skills
improvement of teamwork skills
improvement of player fitness
management of player injury.
Plan may include:
session plan
whole of season skill development plan
session aims and objectives
date, time and duration
location
coach and participant ratios
resources required
equipment required
tailored drills, activities and games
activities to progress playing skills to game situations.
Regulations may relate to:
occupational health and safety (OHS) legislation
permits from land management authorities or local council
authority or permission from basketball clubs or associations
privacy legislation
working with children checks
environmental protection regulations.
Organisational policies and procedures may involve:
risk management
safety
management of players' current or recurring injuries and illnesses
conflict resolution
in game communication procedure
use, care and maintenance of equipment and court
training and scheduling commitments
code of ethics
harassment-free sports policies.
Safety procedures may include:
group management in emergency situations
prevention, symptoms and first aid treatment of common basketball injuries
management of players' current or recurring injuries and illnesses
equipment checking and usage
court safety
safe and clear communication systems.
Drills, activities may involve:
those described in Basketball Australia's Coaching Manuals
developing skills through appropriate sequencing of skills
progressive skill acquisition
breaking down skills
modifying skill drills
coordinated positional plays
warm ups and cool downs.
Games may include:
simulated games to develop fundamental skills
competition games
modified games to meet specific player and team needs
practice matches to develop fundamental skills.
Location may include:
basketball courts:
indoor
outdoor
off court locations such as gyms.
Equipment may include:
basketballs
uniforms
appropriate footwear
stop watches
whistles
cones
baskets with nets and backboards.
Resources may include:
teaching and coaching tools
visual media equipment
food and water
first aid kit.
Relevant information may relate to:
objectives of the session
skills focus of the session
equipment and resource requirements, selection and use
responsible and safe behaviour.
Risks may include:
collisions
injuries including:
fractures
dislocations
sprains
strains
exhaustion
dehydration.
Rules may include:
local state or territory
national
international.
Communication system may include:
calls
hand signals
eye signals.
Teaching and coaching techniques may include:
demonstration
explanation
breaking down fundamental skills into components
breaking down drills into components
progressing through and linking skills
monitoring and observing progress
fault detection and correction
assessment of participants' skills
providing positive reinforcement and feedback during and after drills, activities and games.
Fundamental basketball skills may include:
game sense and decision making at a fundamental level
basic body movement with a ball
basic movement without a ball
jumping
efficient running technique
moving the ball:
advanced ball handling
figure 8
crossovers
dribbling
ball wraps
basic passing and receiving:
stationary
moving
"getting the ball" (leading technique)
shooting
one handed shot (guided by other hand)
lay-ups (footwork)
individual defensive skills:
basic defensive stance, footwork ("defensive slide")
channelling a dribbler and "turning" a dribbler
rebounding and blocking out
body position.
Required player knowledge may include:
rules of basketball
organisational policies and procedures and those promoted by sporting organisations
when to apply different basketball skills
role of player positions
basic biomechanical principles
strengths and weaknesses of opposition and own team
equipment selection, use and maintenance
communication systems used in basketball.
Accepted best practice in basketball coaching may include:
positive role modelling
good sportsmanship
preventative practice to minimise safety risks and hazards
positivity when providing constructive feedback on player performance.
Endorsed standards may include:
Australian Sports Commission Harassment-free Sport policy
Basketball Australia's Coaches Code of Ethics
Basketball Australia's Member Protection Policy
Basketball Australia's Junior Sport Framework
Basketball Australia anti-doping policy.
Participant's performance may include:
use of appropriate communication systems
accuracy of skill
team participation
attitude and behaviour
ability to link and use the fundamental skills of basketball.
Relevant aspects may include:
the quality of own performance in the coaching session
effectiveness of the teaching and coaching session
suitability of teaching and coaching methods
feedback provided to or by participants
initial and final assessment of participants' abilities
validity and reliability of coaching and assessment 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:
conducts multiple and diverse safe drills, activities and games that reflect the needs and characteristics of a diverse range of junior or beginner participants and are of sufficient duration and breadth to demonstrate competency and consistency of performance
plans and delivers information, explanations and demonstrations for basketball sessions to ensure activities are conducted safely and according to junior or beginner 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 basketball
uses basketball drills and activities in practice sessions to progress player skills to game situations
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 access to:
resources and information on participants and location to accurately plan, coach and document basketball sessions for a variety of participants
basketball training and competition facilities
equipment such as basketballs, uniforms, appropriate footwear and baskets with nets and backboards
a group of junior or beginner participants to take part in the basketball sessions
umpires qualified to manage at least a junior, fundamental or beginner's game
support staff and scorers
rules of basketball
current relevant regulations, policies, procedures and codes that apply to coaching in fundamental basketball skills.
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 such as talking with junior or beginner participants to determine their needs and characteristics
oral or written questioning to assess knowledge of relevant rules, regulations and policies
observation of safe basketball coaching at a fundamental level and monitoring and adjusting activities that meet participant's needs, characteristics and responses
evaluation of portfolio of session plans, player and self-evaluations
evaluation of third-party reports from coaches or umpires detailing performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISSBSB202A Teach fundamental basketball tactics and game strategy.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
conducts multiple and diverse safe drills, activities and games that reflect the needs and characteristics of a diverse range of junior or beginner participants and are of sufficient duration and breadth to demonstrate competency and consistency of performance
plans and delivers information, explanations and demonstrations for basketball sessions to ensure activities are conducted safely and according to junior or beginner 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 basketball
uses basketball drills and activities in practice sessions to progress player skills to game situations
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 access to:
resources and information on participants and location to accurately plan, coach and document basketball sessions for a variety of participants
basketball training and competition facilities
equipment such as basketballs, uniforms, appropriate footwear and baskets with nets and backboards
a group of junior or beginner participants to take part in the basketball sessions
umpires qualified to manage at least a junior, fundamental or beginner's game
support staff and scorers
rules of basketball
current relevant regulations, policies, procedures and codes that apply to coaching in fundamental basketball skills.
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 such as talking with junior or beginner participants to determine their needs and characteristics
oral or written questioning to assess knowledge of relevant rules, regulations and policies
observation of safe basketball coaching at a fundamental level and monitoring and adjusting activities that meet participant's needs, characteristics and responses
evaluation of portfolio of session plans, player and self-evaluations
evaluation of third-party reports from coaches or umpires detailing performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISSBSB202A Teach fundamental basketball tactics and game strategy.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C6661 | SRSBSB001A | Teach or develop the basic skills of basketball | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| OBE51 | SISSBSB001 | Conduct basketball coaching sessions with foundation level participants | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J504 | SIS20512 | Certificate II in Sport Coaching | Qualification |
| J757 | SIS20513 | Certificate II in Sport Coaching | Qualification |
| D428 | SIS20510 | Certificate II in Sport Coaching | Qualification |