Assessor Resource

SISSCGP303A
Coach junior players to develop fundamental perceptual motor skills

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to those conducting coaching activities suited to junior sports players in a variety of sports.

This unit describes the performance outcomes, skills and knowledge required to develop fundamental perceptual motor skills of junior sports players as a precursor to sports coaching.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

SISSCGP201A Apply legal and ethical coaching practices

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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:

selects and delivers learning activities to develop fundamental perceptual motor skills and applies strategies to maintain engagement and enthusiasm of young players

monitors learning progress of players and modifies activities accordingly

assesses constraints and risks associated with the program and structures sessions to provide appropriate skill progression and regression to suit style of learning

delivers safe coaching according to organisational policies and procedures, relevant legislation and codes of conduct.

Context of and specific resources for assessment

Assessment must ensure design and delivery of fundamental perceptual motor skill development programs relevant to the candidate's current or intended coaching role that are of sufficient breadth to demonstrate competency and consistency of performance

Assessment must also ensure access to:

a facility where the sport-specific range of coaching activities can be conducted

junior players, generally aged 4-6 years

equipment appropriate for the specific sport.

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 interacting with junior sports players to foster a positive learning environment

observation of delivering, monitoring and adjusting effective coaching sessions

written or oral questioning to assess knowledge of the characteristics of young learners and fundamental perceptual motor skills of the specific sport

portfolio of program plan and self evaluations.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

SISSCGP305A Plan coaching programs for junior sports players

SISSCGP201A Apply legal and ethical coaching practices.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

planning and organising skills to:

design a program with safe activities that stimulate young learners to develop fundamental perceptual motor skills

identify potential constraints and risks

confirm resource requirements

communication and interpersonal skills to:

present and pace presentations according to characteristics of junior players

use age-appropriate terminology to support coaching

problem-solving skills to:

recognise and accommodate the needs of individual learners of different age groups and ability levels

maintain engagement and enthusiasm of young learners

apply techniques to manage inappropriate behaviour

numeracy skills to support effective time management to deliver coaching activities within timeframes

self management skills to:

reflect on personal coaching style

identify opportunities for improvement.

Required knowledge

legislation and organisational policies and procedures to enable safe and appropriate conduct of all coaching activities

perceptual motor skills required to play a selected sport

physical, psychological and social characteristics of children and related stages for learning and coaching activities to enable the development of appropriate program

learning principles and delivery methods appropriate to developing fundamental perceptual motor skills of junior learners

skill development progression and regression activities suited to individuals and groups

coaching techniques and methods of maintaining focus and engagement of learners

behaviours and abilities of learners which may indicate learner difficulties

session design and techniques for the recognition and resolution of inappropriate behaviours

sport-specific equipment and resource requirements.

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.

Readiness may include:

growth rates

developmental stages

heat tolerance and hydration

physical ability

social characteristics

attention spans.

Constraints may include:

access to industry experts, sporting facilities and equipment

access to practice opportunities

budget and time requirements

numbers and groupings of players.

Risks may include:

inappropriate facilities and or equipment

inadequate equipment or resources

inappropriate coaching methods.

Relevant legislation may include:

occupational health and safety

working with children

duty of care

mandatory reporting

negligence

waivers and exclusion clauses

privacy.

Organisational policies and procedures may include:

occupational health and safety

use and maintenance of equipment and resources

time and budget requirements

behaviour management

code of ethics.

Resources may include:

specific facilities and venues

accessibility and availability of appropriate equipment and technology.

Coaching methods may include:

explanation and demonstration

drills, games and other activities

structured practice opportunities

behaviour management

progressive and regressive skill development activities

guided discovery approaches.

Junior player characteristics may include:

age and maturity

stage of physical and psychological development and ability

preferred learning styles

level of prior experience.

Presentations may include:

active involvement of learners

generate interest and enthusiasm

inclusive instructional practices for learners with different learning needs

appropriate to the learning styles and preferences of individuals and groups

opportunities for participant ownership of the activity.

Communication methods may include:

tone and level of voice

terminology and language

verbal and body language

critical listening and questioning

constructive and supportive feedback.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Assess readiness of junior players to inform the design of appropriate session plans. 
Identify and assess constraints and risks associated with delivering the training session according to relevant legislation and organisational policies and procedures. 
Identify and confirm resources and specific learner support requirements for the training. 
Develop delivery methods and practice schedules that are appropriate to learning a physical skill and to the needs of young players. 
Select coaching methods that are appropriate to the needs of junior players and to development of physical skills. 
Match coaching methods to junior player characteristics. 
Present, sequence and pace information according to the needs of junior players and the session timeframes. 
Apply presentations and clear communication methods that are suited to the learning needs of junior players. 
Observe and monitor progress and adjust activities where required according to organisational policies and procedures. 
Devise skill development progression and regression activities according to the needs of individuals and groups. 
Evaluate coaching program, acquired learning and personal performance to identify opportunities for improvement. 

Forms

Assessment Cover Sheet

SISSCGP303A - Coach junior players to develop fundamental perceptual motor skills
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

SISSCGP303A - Coach junior players to develop fundamental perceptual motor skills

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: