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.
Participant's needs and characteristics may include:
age
cultural and situational factors
previous experience
fitness level and physical capabilities
basic athletics skills and knowledge
injuries and illnesses.
Readiness may include:
level of fitness
motor performance factors
level of arousal which will enhance performance
positive approach to enjoyment and performance.
Session's aims and objectives may include:
fundamental skill acquisition
physical fitness targets
building on existing skills.
Plan may include:
session's aims and objectives
date, time and duration
location or facility
equipment and resources
drills, activities and games
safety requirements.
Relevant legislation may include:
occupational health and safety
equal opportunity
privacy
working with children
harassment-free sports policies.
Organisational policies and procedures may include:
occupational health and safety
conflict resolution
communication protocols
permissions and authorities
use and maintenance of equipment
risk management procedures
time and budget constraints
coach and participant ratios
code of ethics.
Accepted best practice of athletics may include:
safety considerations for program content
guiding principles for nationally recognised programs
the athletics coaches code of conduct policy
sport program management and technical regulations.
Safety procedures may include:
group management in emergency situations
assessment of the conditions and external influences
rules and safety requirements of running, jumping and throwing activities
adequate supervision at all times
clear communication systems.
Drills, activities may include:
skills focused
fitness focused.
Games may include:
modified athletics games or disciplines
linking and practicing skills learnt during drills and activities.
Athletics facility may include:
athletics clubs or facilities
sports reserves or ovals.
Equipment may include:
junior reverse board
team-tumble mat
folding hurdles
high stepper
high jump bed, bar, stands.
Resources may include:
Team Athletes coaching manual
accreditation or technical resources and information
audio visual equipment.
Feedback may include:
information on participant progress
improvements needed
verbal or written or visual.
Risks may include:
injuries
illness
collisions and falls
damaged or faulty equipment
hazardous objects on the ground
inappropriate behaviour.
Communication system may include:
verbal and non verbal communication
white-board presentations.
Teaching and coaching techniques may include:
repetition
systemisation
gradual loading
circuits
partner work
sequential progressions of skill or skills.
Required knowledge may include:
skills focus of session
safety and risk management
equipment selection, use and maintenance
communication systems.
Fundamental skills of athletics may include:
running
jumping
throwing.
Physical fitness may include:
strength
flexibility
endurance
speed
power.
Participant's performance may include:
participation and determination
performance and accuracy of fundamental skills
attitude and behaviour
ability to link and perform the fundamental skills of athletics.
Relevant aspects may include:
effectiveness of the teaching and coaching session
suitability of teaching and coaching methods
initial and final assessment of participant's abilities
validity and reliability of assessment and evaluation 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:
plans and delivers precise relevant information, explanations and demonstrations for athletics session or sessions to ensure activities are conducted safely, according to participant's needs and characteristics
observes and monitors participants to identify the physical preparation required to improve fundamental skills of athletics and to recognise participant's readiness to progress to the next level
modifies teaching and coaching techniques, drills, activities and games to cater for a range of individual learning styles and provides constructive feedback and intervention to develop the fundamental skills of athletics
evaluates and reflects on own coaching performance to identify strengths, weaknesses and areas that need improvement.
Context of and specific resources for assessment
Assessment must ensure the conduct of safe athletics drills, activities and games that reflect the needs and characteristics of a range of participants and are of sufficient duration and breadth to demonstrate competency and consistency of performance.
Assessment must also ensure access to:
suitable open space for the conduction of athletics drills, activities and games
a group of participants to take part in the athletics session or sessions
equipment suitable for running, jumping and throwing drills, activities and games such as hurdles, long and triple jump pits, high jump bed, bar and stands, discusses and shot puts
resources and information regarding participants and location to accurately plan, coach and document fundamental athletics sessions for a variety of participants
relevant legislation, organisational policies and procedures, and accepted best practice of athletics that impact on the conduct of fundamental drills, activities, and games.
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 analysing participants to determine their needs and characteristics, and implementing, monitoring and adjusting safe athletics coaching sessions
oral or written questioning to assess knowledge of relevant legislation, organisational policies and procedures, and accepted best practice of athletics to enable safe conduct of all drills, activities and games during the session or sessions
portfolio of session plans and self evaluations
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:
SISSSCO101 Develop and update knowledge of coaching practices.