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.
Needsmay include:
medical considerations
safety considerations
levels of support and care
physical considerations
cultural considerations
social considerations.
Relevant legislationmay include:
work health and safety
child protection
anti discrimination
privacy
duty of care.
Organisational policies and proceduresmay include:
resource allocation
space allocation
work health and safety
storage and use of information
best practice principles for the sport:
the sport or activity's Coach or Instructor Code of Behaviour policy
the Australian Sports Commission (ASC) Coach Code of Ethics policy
national activity organisation regulations and guidelines
the culture of the sport or activity
sport specific policies related to athletes with specific needs
sport-specific or medically based classification systems.
Support personnelmay include:
classifiers
disability specific
sport administrators
team managers
gear stewards
other coaches
competition managers
facility managers
fitness professionals
officials
sports physician
sports trainer
sports doctor
parent or guardian
physiotherapist
accredited exercise physiologist
sports scientist
remedial massage therapist
accredited practising dietician
psychologist.
Athletes with specific needsmay include:
mature aged
pregnant
menopausal
elite juniors
culturally and linguistically diverse
Aboriginal and Torres Strait Islanders
intellectual impairment
physical disability
sensory impairment
mental illness.
Factorsmay include:
level of ability
impact of disability
ageing 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 specific modifications may include:
reduced court dimensions
rule modifications
equipment modifications
clothing or uniform
introduction of zones
scoring modifications.
Functional ability may include:
sight
hearing
movement
memory
balance
interpretation of instructions
interpretation of demonstrations.
Coaching or instructional stylesmay 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.
Resourcesmay include:
equipment
materials
indoor or outdoor facilities
assistive devices.
Communication techniques may include:
verbal
visual
tactile.
Monitormay 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.
Feedbackmay include:
verbal
written
video recording of session
critical questioning and review of personal performance
self-reflection or diary.
Modificationsmay include:
communication style
coaching style
coaching approach
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 ability to:
apply inclusive and non-discriminatory coaching practices and adapt coaching styles and resources to encourage athlete participation and interaction using communication strategies appropriate to the specific needs of the athletes
conduct and monitor coaching sessions for athletes with specific needs that take into consideration the readiness of the athlete to develop the required skills and other factors and review and adapt the teaching of a skill in response to feedback
evaluate and reflect 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 to athletes with specific needs relevant to the individual’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 specific needs relevant to the individual’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 specific needs and support personnel, including collecting information about athlete’s needs, delivering and adapting coaching sessions and seeking feedback
oral or written questioning to assess knowledge of factors that may affect the ability of athletes with specific needs to acquire relevant skills
third-party reports from a supervisor detailing appropriate work performed by the individual.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISSSCO409 Work collaboratively with support personnel
Sport specific technical units.