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.
Participants' needs and characteristics may relate to :
age
maturity for age
preferences or protocols of different cultures, nationalities and religions
player motivation for participation
compatibility between players in match situations.
Game strategy may involve:
roles of individual players in the game strategy
advanced patterns of play in attack and defence, e.g:
"up and in"
slide
attacking systems of play in different field zones
defending systems of play in different field zones
set team plays:
orthodox
unorthodox
spatial concepts of width and depth
situational plays, e.g. following turnovers
positional play where unequal match-ups occur
kicking games - long; short; into goal zones
percentage football
identifying strengths and weaknesses of opposition game strategies and tactics and development of counter tactics.
Strengths and weaknesses may relate to:
fitness components:
speed
agility
balance
endurance
strength
power
flexibility
height
weight
ability to successfully implement set team plays
ability to use deception and predication
skills in attack and defence .
Tactics may involve:
attack and defence considerations in different field zones
impulse plays
phases of play coming off incomplete structured plays
moving the ball wide: how wide and how quickly
tackling types and duties of tacklers
scrummaging tactics and set plays from a scrum
positional play in line of attack
positional play in defensive line
speed to position and moving forward
field positioning in attacking zone to generate or negate a try
field positioning to generate a field goal
use of angles and switches of play
use of fast or slow paced play-the-balls
plays to maximise observed weaknesses in opposition team plays
plays to counter perceived strengths in opposition team plays
counter tactics to diminish or negate opposition player skill or fitness strengths.
Readiness may involve:
current knowledge of high performance Rugby League game strategy
current Rugby League tactical skills
knowledge of the International Laws of Rugby League and various interpretations
fitness levels and physical capabilities
emotional capability to deal with competing in a high performance tactical game
motor performance factors
history of past, current or recurring injuries and illnesses.
Session aims and objectives may include:
progressive acquisition of skills in Rugby League tactics and game strategy during drills, activities and games
improvement of individual player tactical skills
improvement of teamwork tactical skills
improvement of team game strategy
improvement of player motivation and confidence in game strategy and tactics
improvement of player fitness
management of player injury.
Professional team participants also refers to:
semi-professional high performance players
Session plan may include:
session aims and objectives
date, time and duration
location
coaches, participants and squad ratios
resources required
equipment required
tailored drills, activities and games designed to develop team game strategy and player tactics.
Regulations may relate to:
occupational health and safety (OHS) legislation
permits from land management authorities or local councils
authority or permission from Rugby League clubs or associations
privacy legislation
working with children checks
environmental protection regulations.
Organisational policies and procedures may involve:
risk management
safety
management of players' past, current or recurring injuries and illnesses
conflict resolution
communication protocols
use, care and maintenance of equipment and field
training and scheduling commitments
codes of safety, conduct and ethics
harassment-free sports policies.
Safety procedures may include:
group management in emergency situations
prevention and first aid treatment of common Rugby League injuries
management of players' past, current or recurring injuries and illnesses
equipment checking and usage
field safety
safe and clear communication systems.
Drills, activities may involve:
high performance drills performed at speed
developing tactical skills through appropriate sequencing of skills
progressive skill acquisition in Rugby League tactics
progressive development of team game strategy
breaking down game strategy and tactical skills
coordinated positional plays
modifying game strategy and tactical skills
warm-ups and cool downs
grid work.
Games may include:
those using the ARL International Laws of Rugby League
simulated games to develop high performance tactical skills and game strategy
high performance level competition games
modified games to meet specific player and team needs
practice matches to develop high performance tactical skills and game strategy.
Location may include:
Rugby League fields
open fields
any off-field location such as gyms and other facilities where coaching may occur.
Equipment may include:
ARL approved training and match Rugby League balls
uniforms
appropriate footwear
personal protective equipment
approved and safe ankle braces and thigh protectors
tackle bags
stop watches
whistles
cones and other approved and appropriate organisational aids.
Resources may include:
teaching and coaching tools
visual media equipment
food and water, as advised by nutritionists, and approved and safe containers
first aid kit.
Relevant information may relate to:
the game strategy
tactics to be developed and used
tailored drills, activities and games designed to develop team game strategy and player tactics.
objectives of the session
equipment and resource requirements, selection and use
responsible and safe behaviour.
Risks may include:
collisions
injuries including:
fractures
dislocations
sprains
strains
concussions
exhaustion from exposure to extreme heat or cold weather
dehydration.
Communication systems may include:
calls
hand signals
eye signals
signs
nods
gestures
codes for different plays
electronic communication media used by various coaches
messages delivered on field by trainers.
Psychological techniques may include:
goal setting
visualisation
imagery
relaxation techniques
intrinsic motivation
extrinsic motivation
motivation techniques
focusing and concentration.
Teaching and coaching techniques may include:
six levels of learning as identified by the Australian Rugby League
demonstration
explanation
use of diagrams and drawings
reciprocal or peer tutoring
focusing on the game strategy as a whole
focusing on single or multiple tactics
breaking down game strategy and tactics into components
breaking down complex tactics
progressing through and linking skills
monitoring and observing progress
fault detection
assessment of participants' skills
providing positive reinforcement and feedback during and after drills, activities and games.
Required player knowledge may include:
International Laws of Rugby League
the essential features of the game strategy
the characteristics of Rugby League tactics and when to use various tactics
role of player positions
basic biomechanical principles
strengths and weaknesses of opposition and own team
equipment selection, use and maintenance
communication systems used in Rugby League
safety and risk management.
Accepted best practice in Rugby League coaching may include:
positive role modelling
good sportsmanship
preventative practices to minimise safety risks and hazards
positivity in providing feedback on player performance.
Endorsed standards may include:
Australian Sports Commission Harassment-free Sport policy
Australian Sports Commission Junior Sport policy
Australian Rugby League Anti-doping Policy
Australian Rugby League Codes of Conduct.
Participant's performance may include:
use of appropriate communication systems
speed and accuracy of skill
implementation of the overall game strategy
participation in team and individual tactics
attitude and behaviour
ability to link and use the tactics and cooperate with other team members.
Coaches and specialist staff may include:
assistant and specialist coaches
trainers and other medicos
biomechanics and science specialists
strength and conditioning specialist
In-game analysis may include:
playing statistics for own team and opposition:
penalties
errors and turnovers
completion rates
tries scored and manner in which tries are scored
tackle counts
psychological and motivational wellbeing of players
strengths and weaknesses of own and opposition players.
Relevant aspects may include:
the quality of own performance in the coaching session
effectiveness of the teaching and coaching session
suitability of teaching and coaching methods
feedback provided to, or by, participants
initial and final assessment of participants' abilities
validity and reliability of coaching and assessment tools.

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:
conducts multiple and diverse safe drills, activities and games that reflect the needs and characteristics of participants at a high performance level that are of sufficient duration and breadth to demonstrate competency and consistency of performance.
plans and delivers precise relevant information, explanations and demonstrations to ensure all 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 game strategies to a high performance level
uses and modifies coaching techniques, drills, activities and games to cater for a range of individual learning styles and player differences
evaluates and reflects on own coaching performance, game strategy and tactics to identify strengths, weaknesses and areas that need improvement.
Context of and specific resources for assessment
Assessment must also ensure access to:
resources and information on participants and location to accurately plan, coach and document Rugby League sessions for high performance level participants of games using the International Laws of Rugby League
Rugby League training and competition facilities
equipment such as Rugby League balls, uniforms, appropriate footwear and personal protective equipment
groups of high performance level Rugby League players to take part in the Rugby League sessions
support staff, such as first aiders, physiotherapists, other medicos and experienced and qualified assistants
referees qualified to manage a high performance match using the International Laws of Rugby League
International Laws of Rugby League
current relevant regulations, policies, procedures and codes that apply to coaching teams in game strategy and tactical Rugby League activities to a high performance level.
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 planning processes, such as talking with participants to determine their needs and characteristics
oral or written questioning to assess knowledge of relevant laws, regulations and policies and how game strategies and tactics impact on compliant play
observation of safe high performance level Rugby League coaching and monitoring and adjusting activities that meet participant's needs, characteristics and responses
evaluation of a portfolio of game strategies and training session plans, self or player evaluations
evaluation of 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:
SISSRGL511A Teach high performance Rugby League game skills.