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.
Needs and expectationsmay include:
physical
emotional
motivational
psychological
individual
group.
Readiness may include:
growth rates
developmental stages
heat tolerance and hydration
physical ability
skill level
injury and incapacity
developmental stages
social characteristics
attention spans and motivation.
Constraints may include:
access to industry experts
access to sporting facilities and equipment
access to practice opportunities
cost of training
time required
scheduling
numbers and groupings of participants.
Risks may include:
inappropriate facilities or equipment
inadequate equipment or resources
level of challenge and difficulty
inappropriate coaching methods to suit needs and characteristics of learner or learners
overtraining
adverse weather
sport specific injuries
illness
accidents
behaviour of participants
inappropriate activities and instructions.
Relevant legislationmay include:
work health and safety
child protection
anti-discrimination
duty of care
mandatory reporting
negligence
waivers and exclusion clauses
privacy.
Organisational policies and proceduresmay include:
work health and safety
use and maintenance of equipment and resources
time and budget requirements
sporting bodies policies
member protection
codes of behaviour
code of ethics.
Resourcesmay include:
sport-specific facilities or venues
playing fields, courts or pitches
equipment
technology
support personnel
other coaches.
Participant characteristics may include:
age
maturity
gender
physical and psychological development
ability
preferred learning styles
level of prior experience.
Coaching programs may include:
learning outcomes and goals
sequencing of sessions
resource requirements
risk management strategies
duration and focus of sessions
participant’s characteristics and needs
long and medium term learning objectives.
Performance issuesmay include:
incorrect technique
lack of motivation
lack of attention.
Appropriate communicationmay include:
tone and level of voice
clear and concrete presentations
appropriate terminology and language to suit age group
effective verbal and body language
critical listening and questioning skills and techniques
constructive and supportive feedback.
Interpersonal skillsmay include:
establishing trust
building and maintaining rapport
engaging and motivating learners
developing a sense of fun
demonstrating sensitivity to different levels of ability, diversity, disability, culture, gender and ethnic backgrounds
modelling facilitation and learning behaviours
providing encouragement and support.
Inappropriate behaviour may include:
disruptive behaviour
violent or inappropriate language
verbal or physical abuse
bullying
insensitive verbal or physical behaviour towards other learners or the coach
dominant or overbearing behaviour
non-compliance with safety and other instructions.
Feedback may include:
verbal
written
video recording of session
critical questioning and review of personal performance
self-reflection or diary.

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:
design and document multi-session coaching plans to meet the diverse needs of a range of sports participants of differing ages and maturity levels
apply knowledge of participant’s physical and psychological development stage and related learning needs or capacities
assess constraints and risks associated with developing coaching programs
plan coaching programs and methods to deliver appropriate sequencing of skills that are consistent with professional codes of behaviour
deliver, monitor and adjust coaching programs that meet the needs of participants and respond to problems or issues that arise.
Context of and specific resources for assessment
Assessment must ensure:
design of coaching programs relevant to the individual’s current or intended role that are of sufficient breadth to demonstrate competency and consistency of performance.
Assessment must also ensure access to:
information on sports participants characteristics and learning goals
coaching program templates or formats
sporting venue or facility, participants and equipment
resources required for planning and delivery of sports coaching programs.
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:
written or oral questioning to assess knowledge of organisational policies and procedures and legislative requirements when planning coaching
portfolio of coaching programs and documentation
observation of interacting with a range of participants, including conveying information for safe participation
observation of dealing with contingencies, such as the changing availability of equipment or venues
observation of delivering sessions as part of a coaching program
observation of modification of coaching program based on feedback obtained
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:
SISXCAI306A Facilitate groups
sport specific technical units.