Elements and Performance Criteria

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.
Readinessmay include:
growth rates
developmental stages
heat tolerance and hydration
physical ability
skill level
social characteristics
injury and incapacity
attention spans.
Constraints may include:
access to industry experts, sporting facilities and equipment
access to practice opportunities
budget and time requirements
numbers and groupings of participants.
Risks may include:
inappropriate facilities and or equipment
adverse weather
environment
other users
inadequate equipment or resources
inappropriate coaching methods.
Relevant legislationmay include:
work health and safety
child protection
anti-discrimination
duty of care
mandatory reporting
negligence
waivers and exclusion clauses
privacy.
Organisational policies and proceduresmay include:
work health and safety
use and maintenance of equipment and resources
time and budget requirements
behaviour management
code of ethics.
Inclusive practices may be related to:
culture
gender
age
disability.
Resourcesmay include:
specific facilities and venues
support personnel
accessibility and availability of appropriate equipment and technology.
Coaching methodsmay include:
explanation and demonstration
drills, games and other activities
structured practice opportunities
behaviour management
progressive and regressive skill development activities
guided discovery approaches.
Novice or beginner participant characteristics may include:
age and maturity
stage of physical and psychological development and ability
preferred learning styles
level of prior experience.
Presentationsmay include:
active involvement of learners
generate interest and enthusiasm
inclusive instructional practices for learners with different learning needs
appropriate to the learning styles and preferences of individuals and groups
opportunities for participant ownership of the activity.
Communication methodsmay include:
tone and level of voice
terminology and language
verbal and body language
active listening and questioning
constructive and supportive feedback.
Incident management proceduresrefer to:
STOP
RICER
No HARM
management until arrival of medical or allied health professional
limitations of a coach untrained in first aid.

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:
select and deliver learning activities to develop fundamental perceptual motor skills and apply strategies to maintain engagement and enthusiasm of novice or beginner participants
monitor learning progress of participants and modify activities accordingly
assess constraints and risks associated with the session and structure session to provide appropriate skill progression and regression to suit style of learning
apply risk and incident management procedures
identify improvement to sessions based on feedback obtained from participants and others
deliver safe coaching according to organisational policies and procedures, relevant legislation and codes of behaviour.
Context of and specific resources for assessment
Assessment must ensure:
design and delivery of multiple fundamental perceptual motor skill development sessions relevant to the individual’s current or intended coaching role that are of sufficient breadth to demonstrate competency and consistency of performance.
Assessment must also ensure access to:
a facility where the sport-specific range of coaching activities can be conducted
novice or beginner participants
equipment appropriate for the specific sport.
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 interacting with novice or beginner participants to foster a positive learning environment
observation of delivering, monitoring and adjusting effective coaching sessions
written or oral questioning to assess knowledge of the characteristics of novice or beginner participants and fundamental perceptual motor skills of the specific sport
portfolio of session plans and evaluations.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
sport specific technical units.