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.
Sources of informationmay include:
formal and informal research
media
reference books
legislation or plain English publications describing the law and responsibilities to comply
Australian Sports Commission (ASC)
libraries
NSOs
industry journals
internet
informal discussions and networking with officials
industry seminars
training courses
participation in industry accreditation schemes
industry codes of behaviour or ethics.
Sport specific information may include:
codes of practice for coaches
policies and procedures related to:
risk management
equipment:
availability
standard
maintenance
ratio of coach to participants
provision of first aid
facilities and location
security:
participants
support personnel
environment
property.
Legal obligationsmay include:
unsafe equipment
injuries
illness
unlawful behaviour of participants, coach, instructor or support personnel
suspected physical or sexual abuse
improper use of information.
Legal issues may include:
unsafe equipment
injuries
illness
unlawful behaviour of participants, coach, instructor or support personnel
suspected physical or sexual abuse
improper use of information.
Ethical responsibilitiesmay include:
bullying
physical, verbal and sexual harassment
physical, verbal and sexual abuse
inappropriate relationships
drugs in sport
inclusive practices
cheating
reporting ethical breaches
maintaining professional standards of behaviour
responding appropriately to participants, support personnel and parents or guardians.
Ethical issues may include:
inappropriate behaviour of participants, coaches, instructors and support personnel
cheating
relationships between participants and coaches or instructors
coach as role model regarding social drug use
bullying
dealing with non payment of fees
dealing with difficult supporters or parents.
Risksmay include:
sport or activity-specific injuries
illness
adverse weather
accidents
hazardous objects
inappropriate facilities or equipment
level of challenge or difficulty
insufficient supervision resulting in injury
inappropriate behaviour resulting in injury.
Principles of risk management may include:
relevant activity specific safety requirements (including personal protective equipment)
injury prevention
risk identification and hazard control
risk minimisation
medical conditions and clearances
safety requirements for spectators and support personnel
adequate supervision and ratios
record keeping of participant history
emergency incident procedures.
Support personnel may include:
administrators and managers
other coaches or instructors
assistants
volunteers
officials
sports scientists
medical and allied health professionals
parents and guardians.
Sport or activity skills may include:
physical or motor skills
tactical or mental skills
a combination of physical and tactical, forming a sequence of skills.
Best practice principles may include:
sport or activity-specific codes of behaviour and policies
the ASC Coach Code of Behaviour
organisation sport specific codes of behaviour
national sport or activity organisation regulations and guidelines
relevant national, state, territory or local government regulations and guidelines
employer organisation's policies and procedures
the culture of the sport or activity
accepted or expected preventative practices adopted by self or peers to minimise safety hazards and risks in the same or similar situations
current and past good practice demonstrated by self or peers in the same or similar situation.
Coaching stylesmay range from direct to indirect and include:
friendly and approachable while maintaining a 'professional distance'
directive regarding non-negotiable issues such as safety factors
casual
critical friend
motivational
disciplinarian
humorous when appropriate
organised and efficient
supportive and encouraging.
Game centred refers to:
learners playing the game (modified or mini) as the central organisational feature
modified activities that emphasise specific tactics.
Technique centred refers to:
skills are presented in a gradual fashion with successful repetition as a key objective
skills facilitate development of movement patterns from elementary to mature, then applied to the game.

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:
source general coaching information and apply this to role as a coach for a specific sport
acquire general knowledge of the NCAS and the role of NSOs
develop an understanding of the key legal obligations and ethical issues related to role as a coach for a specific sport, including member protection and risk management
identify coaching styles, approaches and practices appropriate to the needs of different participants.
Context of and specific resources for assessment
Assessment must ensure:
knowledge of legal and ethical coaching practices as they relate to the individual’s current or intended sport.
Assessment must also ensure access to:
appropriate communication technology, to facilitate the processes involved in sourcing coaching information
to information sources in order to conduct research and collect sufficient information
NSO sport specific rules, regulations and requirements for coaches for individual’s chosen sport
NCAS information and ASC Coaches code of behaviour
plain English documents that describe key legislation and ethical responsibilities related to coaching
specific sport or activity best practice principles, rules, policies and regulations related to coaching.
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 legal and ethical responsibilities of a coach
projects to research differing aspects of coaching and delivery of the sourced information in a brief written or oral presentation
case studies and problem-solving exercises to assess application of knowledge to different situations and contexts
written and oral questioning or interview to test knowledge the key content of legislation and industry codes of behaviour
third-party reports from a supervisor detailing performance.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
SISSSCO202 Coach beginner or novice participants to develop fundamental motor skills.