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. |
Sources of informationmay include: | formal and informal research media reference books legislation or plain English publications describing the law and responsibilities to comply Australian Sports Commission (ASC) libraries NSOs industry journals internet informal discussions and networking with officials industry seminars training courses participation in industry accreditation schemes industry codes of behaviour or ethics. |
Sport specific information may include: | codes of practice for coaches policies and procedures related to: risk management equipment: availability standard maintenance ratio of coach to participants provision of first aid facilities and location security: participants support personnel environment property. |
Legal obligationsmay include: | unsafe equipment injuries illness unlawful behaviour of participants, coach, instructor or support personnel suspected physical or sexual abuse improper use of information. |
Legal issues may include: | unsafe equipment injuries illness unlawful behaviour of participants, coach, instructor or support personnel suspected physical or sexual abuse improper use of information. |
Ethical responsibilitiesmay include: | bullying physical, verbal and sexual harassment physical, verbal and sexual abuse inappropriate relationships drugs in sport inclusive practices cheating reporting ethical breaches maintaining professional standards of behaviour responding appropriately to participants, support personnel and parents or guardians. |
Ethical issues may include: | inappropriate behaviour of participants, coaches, instructors and support personnel cheating relationships between participants and coaches or instructors coach as role model regarding social drug use bullying dealing with non payment of fees dealing with difficult supporters or parents. |
Risksmay include: | sport or activity-specific injuries illness adverse weather accidents hazardous objects inappropriate facilities or equipment level of challenge or difficulty insufficient supervision resulting in injury inappropriate behaviour resulting in injury. |
Principles of risk management may include: | relevant activity specific safety requirements (including personal protective equipment) injury prevention risk identification and hazard control risk minimisation medical conditions and clearances safety requirements for spectators and support personnel adequate supervision and ratios record keeping of participant history emergency incident procedures. |
Support personnel may include: | administrators and managers other coaches or instructors assistants volunteers officials sports scientists medical and allied health professionals parents and guardians. |
Sport or activity skills may include: | physical or motor skills tactical or mental skills a combination of physical and tactical, forming a sequence of skills. |
Best practice principles may include: | sport or activity-specific codes of behaviour and policies the ASC Coach Code of Behaviour organisation sport specific codes of behaviour national sport or activity organisation regulations and guidelines relevant national, state, territory or local government regulations and guidelines employer organisation's policies and procedures the culture of the sport or activity accepted or expected preventative practices adopted by self or peers to minimise safety hazards and risks in the same or similar situations current and past good practice demonstrated by self or peers in the same or similar situation. |
Coaching stylesmay range from direct to indirect and include: | friendly and approachable while maintaining a 'professional distance' directive regarding non-negotiable issues such as safety factors casual critical friend motivational disciplinarian humorous when appropriate organised and efficient supportive and encouraging. |
Game centred refers to: | learners playing the game (modified or mini) as the central organisational feature modified activities that emphasise specific tactics. |
Technique centred refers to: | skills are presented in a gradual fashion with successful repetition as a key objective skills facilitate development of movement patterns from elementary to mature, then applied to the game. |