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 candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Readiness may include:
levels of fitness
motor performance factors
compatibility between players in match situations
level of arousal which will enhance performance.
Intermediate tactics and strategies may include:
set plays
patterns and principles of play in attack and defence
decision making
reading play
match analysis
game plans for team and individuals
preparation time
communication.
Aims and objectives may include:
progressive skill acquisition
self-improvement
fitness targets
motivation
team skills.
Plan may include:
session's aims and objectives
date, time and duration
location
coach and participant ratios
resources
equipment
tactical and strategically based, technical or physical drills and activities
safety requirements.
Needs and characteristics may include:
age
cultural factors
fitness level and physical capabilities
knowledge of intermediate Touch tactics and strategies
injuries and illnesses.
Relevant legislation may include:
occupational health and safety
authority or permission from land owners, local council or Touch clubs
privacy
working with children
environmental regulations.
Organisational policies and procedures may include:
occupational health and safety
conflict resolution
communication protocols
use, care and maintenance of equipment and field
training and scheduling commitments
code of ethics.
Endorsed standards promoted by Touch may include:
the Australian Touch Association Incorporated Code of Conduct policy
Australian Touch Association Incorporated anti doping policy
Australian Sports Commission Harassment-free Sport policy.
Safety procedures may include:
group management in emergency situations
symptoms, treatment and prevention of common Touch injuries
equipment checking and usage.
Drills, activities may include:
those described in Australian Touch Association Level 1 Coach handbook
warm ups and cool downs
small group practices
individual and team practices
offensive and defensive situations
grid work.
Games may include:
coordinated positional plays
practice matches
small games
full games
games for outcomes.
Equipment may include:
Touch balls
uniforms with numbers.
Resources may include:
teaching and coaching tools
video equipment
sports science testing equipment
first aid kit.
Relevant information may include:
tactic and strategy focus
equipment and resource requirements, selection and use
objectives
rules and regulations of Touch
responsible and safe behaviour.
Risks may include:
injuries
exhaustion
dehydration.
Rules and regulations may include:
local, national and international rules of Touch football
International Activity Organisation laws
Australian Touch Association Incorporated code of ethics
age restrictions.
Communication system may include:
calls
hand and eye signals.
Game plans may include:
individual and team
set plays
targeting opposition players
style of play
situational plays.
Psychologically may include:
goal setting
visualisation
relaxation techniques
motivation techniques
focusing
creating values.
Teaching and coaching techniques may include:
demonstration
explanation
whole, part, whole approaches
shaping and modelling approaches
command and response approaches
reciprocal or peer tutoring approaches
feedback and refinement approaches
experiential, guided discovery and problem-solving
diagrams and drawings
individual, pair, small group and large group work
assessment and evaluation.
Required knowledge may include:
rules and regulations of Touch
Touch tactics and strategies
counteractive strategies encountered during competition
basic biomechanical principles:
balance
motion
factors affecting tactic and strategy acquisition
strengths and weaknesses of opposition and own team.
Participant's performance may include:
use of appropriate communication systems
team participation
speed and accuracy of performance
attitude and behaviour.
In-game analysis may include:
analysing game statistics
analysing game performances
psychological and motivational wellbeing of players
tactical strengths and weaknesses:
ability to successfully implement team plays
ability to use deception and prediction.
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.

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 to ensure Touch 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 attacking and defending tactics and strategies of Touch to an intermediate level
uses and modifies coaching techniques, 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:

resources and information regarding participants and location to accurately plan, coach and evaluate intermediate Touch drills, activities and games for a variety of participants
local, national and international rules and regulations of Touch, International Activity Organisation laws and best practice codes of ethics
current relevant legislation and organisational policies and procedures that impact on the conduct of drills, activities and games
a suitable location, field or facility
a group of participants to take part in intermediate Touch session or sessions and games
suitably qualified referees
support staff, such as runners
equipment, such as Touch balls.
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:

oral or written questioning to assess knowledge of relevant legislation, organisational policies and procedures, and rules and regulations of Touch to enable safe conduct of all drills, activities and games
observation of safe coaching of intermediate Touch tactics and strategies and monitoring and adjusting instructional techniques according to participant's needs, characteristics and responses
portfolio of plans, self and or player 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, for example:

SISSTOU303A Teach the intermediate skills of Touch.