Elements and Performance Criteria

The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency:

Appropriate methods

making verbal instructions relevant

placing an emphasis on practical involvement

providing feedback on an individualised basis

providing group feedback on organisational issues not individual issues

selecting methods of teaching instructions to suit the tactical strategies being developed

monitoring and adjusting instruction to players responses during and/or between sessions

Coaching styles

the presentation style/s adopted by the instructor or coach to communicate with the client/athlete

depending on the situation the coach or instructor should be able to incorporate a range of combinations of the following styles and/or any associated variations

friendly and approachable while maintaining a 'professional distance'

clear, precise and, if appropriate, directive regarding not-negotiable issues, eg, safety factors

humorous when appropriate

laissez faire or casual when appropriate

organised and efficient

a "critical friend"

motivational and encouraging

disciplinarian, including modification of undesirable behaviours in clients

Communication

in a style appropriate to the touch community with

coach, player interaction

coach, official interaction

coach, broader community interaction

coach, media interaction

in accord with

appropriate use of verbal, non-verbal and written modes

the Australian Touch Association Inc coaches code of conduct policy

the culture of touch

Drills, activities and games

that are designed to teach or develop the intermediate tactics and strategies of touch

such as those described in Australian Touch Association Level 1 handbook

activities should include

simulated game conditions

small group practices

individual and team practices

Endorsed standards promoted by touch

the Australian Touch coaches code of conduct policy

the culture of touch

Australian Touch Association Inc policies, eg, anti doping, blood policy

Australian Sports Commission Harassment-free Sport policy

Environment

weather conditions

field conditions

spectators must behave in a manner which reflects the intention of the spectators code of conduct as prescribed by the Australian Touch Association Inc

environment is appropriate and safe for competition and/or training

Equipment

all personal equipment in competition conforms to laws of touch

personal equipment is appropriate and safe for the activities undertaken at that time

should provide maximum time on task

should be utilised in a safe and effective manner which maximises participation

may include

ball

flags

corner posts

Ethical considerations

effectively represents touch in a positive manner to the broader community

Motivational and psychological level

basic psychological and motivation principles are applied to suit competition and players

Organisation's Occupational Health and Safety requirements, safe and appropriate dress, and equipment

appropriate footwear and clothing and personal equipment (activity specific)

technical equipment - safe working order

assess, prescribe and monitor athlete loading

Australian Sports Commission doping policy

State/Territory policies on Occupational Health and Safety issues pertaining to safe work practices

playing fields, local council facilities and private facilities

Readiness

appropriate levels of fitness

cardio respiratory capacity

endurance

strength

motor performance factors

agility

strength

speed

coordination

social, compatibility between players in the match situations

psychological, level of arousal which will enhance performance

emotional, stable and positive approach to enjoyment and performance

Resources

all personal equipment in competition conforms to laws of touch

technical equipment is appropriate and safe for the activities undertaken at that time

should provide maximum time on task

should be utilised in a safe and effective manner which maximises participation

Rules and regulations

local, national and international rules of touch

best practice codes of ethics such as

Australian Touch Association Inc code of ethics

policies of the employer organisation such as

Australian Touch Association Inc anti doping policy

Australian Sports Commission Harassment-free Sport policy

age restrictions, as applicable

Tactics and/or strategies

wrap defence

ruck/rollball defence

switch pass defence

principles of attack

going forward

speed of play

use of touch count

pressure

support the ball

defence policies

wing policy

ruck policy

wrap policy

switch defence policy

no dummies policy

line defence policy

standoff policy

slide defence policy

squeeze policy

Teaching methods

coaching approaches adopted by the instructor of coach to convey instructional content to the client/athlete

depending on the situation the coach or instructor should be able to incorporate a range of combinations of the following approaches and/or any associated variations

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 eg setting problems and allowing athletes to discover solutions

experiential or problem solving approaches

Technological aids

video camera

stop watch

witches hats

sports science testing equipment, as applicable

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements.
Critical aspects of evidence to be considered
Assessment must confirm sufficient knowledge of drills, activities and games to teach or develop the tactics and strategies of touch at the intermediate level
Assessment of performance should be over a period of time covering all categories of coaching from the Range Statements
Assessment must confirm the ability to apply knowledge and appropriate techniques to
provide a safe playing environment
assess intermediate level players readiness to implement tactics and strategies of touch
develop attacking and defensive tactics of touch for intermediate level players and the interactive processes associated with their application
prepare players for competition
implement in game analysis
implement post game analysis and follow-up

Interdependent assessment of units
This unit must be assessed after attainment of competency in the following unit(s)
Nil
This unit must be assessed in conjunction with the following unit(s)
SRSTOU004A Teach or develop the intermediate skills of touch
For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)
SRSCGP001A Operate in accord with accepted coaching practices, styles and legal and ethical responsibilities
SRSCGP002A Include special interest groups or people with special needs
SRSCGP003A Implement the fundamental principles of sports psychology
SRSCGP004A Provide information about the fundamental principles of eating for peak performance
SRSOGP002A Apply rules and regulations to conduct games and competitions
SRSSPT003A Implement sports first aid procedures and apply sports first aid
SRXCAI004B Plan a session or program for participants
SRXCAI005B Conduct a sport and recreation session for participants
SRXCAI006B Organise a sport and recreation program
SRXCAI007B Conduct a sport and recreation program
SRXGRO001A Facilitate a group
SRXGRO002A Deal with conflict

Required knowledge and skills
Required knowledge
Knowledge of the intermediate skills of touch
Knowledge of drills, activities and games to teach the intermediate skills of touch
Knowledge of principles of coaching to ensure acquisition of skill
Knowledge of the rules of touch in order to teach these to participants
Knowledge of the relevant modified rules and regulations of touch in order to teach theses to participants
Knowledge of relevant equipment and safety requirements
Required skills
Skills to conduct drills, activities and games to teach the advanced skills of touch
Organise effective and appropriate coaching practices
Communication skills in order to ensure instruction and coaching processes are understood
Apply the rules of touch in order to coach the advanced skills of touch
Provide demonstrations, eg, self, other athletes and models, videos
Feedback and questioning skills in order to communicate effectively with players
Observation skills in order to successfully observe the individual skill performance and made accurate skill analysis
Organise self directed activities for players

Resource implications
Physical resources - assessment of this competency requires access to
a group of athletes participating at intermediate level
touch facilities
touch equipment
indoor teaching facility with whiteboard, overhead projector
Human resources - assessment of this competency will require
personnel with competencies in coaching touch at the intermediate level or above
personnel to be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area
personnel to have attained the National Competency Standards for Assessment BSZ401A, BSZ402A and BSZ403A

Consistency in performance
Due to issues such as coaching effectiveness this unit of competency must be assessed over a period of time in order to ensure consistency in performance over the Range Statements and contexts applicable to coaching touch

Context for assessment
This unit of competency must be assessed in the context of a touch activity with a range of real clients. For valid and reliable assessment the activity should be conduced at a touch facility in a game or training session with intermediate level players. The environment should be safe, with noise to a level experienced with an activity in full operation and support services provided for optimum performance
This unit of competency should be assessed through the observation of processes and procedures, oral and/or written questioning on underpinning knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Communicating ideas and information
Provide individual and group feedback (2)

Collecting analysing and organising information
Evaluate and determine appropriate intermediate tactics and strategies (2)

Planning and organising activities
Develop and organise simulated game situations (2)

Working with others and in teams
Create compatibility between players in match situations (2)

Using mathematical ideas and techniques
Use proper scoring techniques (1)

Solving problems
Analyse game performance and develop future strategies (2)

Using technology
Use applicable sport science testing equipment (1)