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.

Needs may include:
medical considerations
safety considerations
levels of support and care
physical considerations
cultural considerations
social considerations.
Relevant legislation may include:
occupational health and safety
equal opportunity
anti discrimination
privacy
duty of care.
Organisational policies and procedures may include:
resource allocation
space allocation
occupational health and safety
storage and use of information
best practice principles for the sport:
the sport or activity's Coach's or Instructor's Code of Conduct policy
the Australian Sports Commission Coach's Code of Ethics policy
national activity organisation regulations and guidelines
the culture of the sport or activity
sport-specific or medically based classification systems.
Support personnel may include:
administrators
other coach or coaches
sports scientists
sports medicine providers
agents
parents or guardians.
Athletes with special needs may include:
mature aged athletes
sensory impaired
vision impaired
deafness or hearing loss
cerebral palsy
spina bifida
birth deformity
spinal cord injury
amputation
head injuries
intellectual disability
psychological disorder.
Factors may include:
type of disability
aging processes
range of movement
safety factors
recovery techniques
social characteristics
participation versus competitive motivations
previous experience and understanding
cognitive factors
cultural values
religious beliefs
communication strategies
level of literacy and numeracy.
Activity specificmodifications may include:
reduced court dimensions
rule modifications
introduction of zones
scoring modifications.
Functional ability may include:
sight
hearing
movement
interpretation of instructions
interpretation of demonstrations.
Coaching or instructional styles may include:
informal when appropriate
mentoring
whole, part, whole approaches
shaping approaches
modelling approaches
command and response approaches
directive approaches through specific set tasks
reciprocal or peer tutoring approaches
feedback and refinement approaches
guided discovery approaches
experiential or problem solving approaches.
Resources may include:
equipment
materials
indoor or outdoor facilities
assistive devices.
Communication techniques may include:
verbal
visual
tactile.
Monitoring may include:
questioning and discussion
observations
cross referencing with session or program objectives
ongoing functional assessments of skill performance, physical performance and athlete wellbeing
consultation with other personnel or specialists.
Modifications may include:
communication style
coaching style
duration or type of activities.

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 inclusive and non-discriminatory coaching practices and adapts coaching styles and resources to encourage athlete participation and interaction using communication strategies appropriate to the specific needs of the athletes
conducts and monitors coaching sessions for athletes with special needs that take into consideration the readiness of the athlete to develop the required skills and other factors and reviews and adapts the teaching of a skill in response to feedback
maintains group control to ensure the safety and enjoyment of the individual athlete and group, and a satisfactory outcome to the experience
evaluates and reflects on own work performance to identify ways in which coaching outcomes can be improved.
Context of and specific resources for assessment
Assessment must ensure demonstration of the resourcing and delivery of multiple coaching sessions specific to the special needs of athletes relevant to the candidate's current or intended work role of sufficient duration to demonstrate competency and consistency of performance.
Assessment must also ensure access to:
an environment or facility appropriate to the activity specific coaching session
athletes with special needs relevant to the candidate's current or intended work situation
equipment and resources required for the delivery of the coaching session including venues, support staff, equipment and materials
documentation such as relevant legislation and organisational policies and procedures.
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 interaction with a range of athletes with special needs and support personnel, including collecting information about athlete's needs, delivering and adapting coaching sessions and seeking feedback
observation of dealing with contingencies such as difficulty maintaining group control
oral or written questioning to assess knowledge of factors that may affect the ability of athletes with special needs to acquire relevant skills
third-party reports from a supervisor detailing appropriate work performed by the candidate.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISXCAI303A Plan and conduct sport and recreation sessions
relevant sport-specific unit or units of competency.