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 of junior players may include:
growth rates
developmental stages
heat tolerance and hydration
physical ability
developmental stages
social characteristics
attention spans.
Coaching session plans may include:
learning outcomes
resource requirements
risk management strategies
duration and focus of the session
activities or delivery methods.
Constraints may include:
access to industry experts
access to sporting facilities and equipment
access to practice opportunities
cost of training
available time
scheduling
numbers and groupings of learners.
Risks may include:
inappropriate facilities or equipment
inadequate equipment or resources
inappropriate coaching methods to suit needs and characteristics of learner or learners
inappropriate activities or instructions.
Resources may include:
sport-specific facilities or venues
equipment
technology.
Individual learning needs may include:
overall group learning objectives depending on previous experience and developmental stage of the player.
Junior player characteristics may include:
age
stage of physical and psychological development and ability
maturity
preferred learning styles
level of prior experience.
Organisational policies and procedures may include:
occupational health and safety
access and storage of information
use and maintenance of equipment
dispute resolution.
Relevant legislation may include:
occupational health and safety
working with children
duty of care
mandatory reporting
negligence
waivers and exclusion clauses
privacy.
Coaching methods may include:
explanation
demonstration
drills, games and other activities
structured practice opportunities
guided discovery approaches.
Performance issues may include:
incorrect technique
lack of motivation
lack of attention.
Appropriate communication may include:
tone and level of voice
clear and concrete presentations
appropriate terminology and language to suit age group
effective verbal and body language
critical listening and questioning skills and techniques
constructive and supportive feedback.
Interpersonal skills may include:
establishing trust
building and maintaining rapport
engaging and motivating learners
developing a sense of fun
demonstrating sensitivity to different levels of ability, diversity, disability, culture, gender and ethnic backgrounds
modelling facilitation and learning behaviours
providing encouragement and support.
Observation skills may include:
monitoring individual and group learning progress
monitoring group and individual interactions
monitoring conflict or behavioural difficulties
monitoring learner cues about concerns or difficulties in learning
monitoring learner readiness for each learning activity.
Inappropriate behaviour may include:
disruptive behaviour
violent or inappropriate language
verbal or physical abuse
bullying
insensitive verbal or physical behaviour towards other learners or the coach
dominant or overbearing behaviour
non-compliance with safety and other instructions.
Feedback may include:
verbal
written
video recording of session
critical questioning and review of personal performance
self-reflection or diary.
Relevant stakeholders may include:
players
peers.

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:
applies knowledge of junior player development and related learning needs and capacities to select, implement and monitor effective coaching methods that deliver appropriate skills development
structures sessions to provide appropriate skill progression and regression for individuals and groups and monitors learning progress to provide corrective strategies
reviews and adapts the teaching of a skill in response to feedback
delivers coaching according to organisational policies and procedures, OHS and other legal requirements and sport-specific professional codes of conduct.
Context of and specific resources for assessment
Assessment must ensure planning, implementing, monitoring and reviewing multiple coaching sessions relevant to the candidate's current or intended role which are of a duration and breadth to allow the demonstration of competency and consistency of performance.
Assessment must also ensure access to:
a facility where the sport-specific range of coaching activities can be conducted
junior players
equipment appropriate for the specific sport and the junior players.
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 junior sports players to foster a positive learning environment
observation of delivering, monitoring and adjusting effective coaching sessions
written or oral questioning to assess knowledge of legislative and organisational requirements when working with junior players
portfolio of session plans and self evaluations.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.
Industry has determined that this unit must be assessed with the following unit:
SISSCGP201A Apply legal and ethical coaching practices.