Assessor Resource

SISSSCO513
Plan and implement high performance training and recovery programs

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to coaches working with individuals or teams at a minimum of state representative level.

This unit describes the performance outcomes, skills and knowledge required to apply sport-specific knowledge to implement a high-performance training program designed to refine the skills and performance of individuals participating at a high level.

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

Prerequisites

Not applicable.

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 ability to:

assess athlete needs and develop and implement a training program to meet objectives for high-performance situations in line with current trends, innovations and best practice principles of the sport

plan training sessions that meet athlete expectations, comply with legislative and organisation requirements, and allow the individual to demonstrate the use of training techniques used during a high-performance training program

apply knowledge of anatomy, physiology and biomechanics and principles of recovery to the development of a high-performance training program

evaluate and modify the training program according to feedback received and the results of evaluation procedures

monitor and manage competitive and or performance situations during a long-term program.

Context of and specific resources for assessment

Assessment must ensure:

development and implementation of multiple high-performance training programs that are of sufficient duration and breadth to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

an environment with appropriate facilities, equipment and materials

a range of athletes with real or simulated training goals

documentation such as athlete performance history and manufacturer specifications for equipment use.

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 preparing and planning for a long-term training program, including the assessment of athletes

observation of interacting with a range of athletes, including conveying information for safe participation in training program sessions and monitoring the use of equipment

oral and or written questioning to assess knowledge of the body systems being developed through the implementation of a range of exercises

portfolio of training plans and evaluation measures

third-party reports from a supervisor detailing appropriate work performed by the individual.

Guidance information for assessment

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

SISSSCO304 Customise coaching for athletes with specific needs

SISXCAI305A Conduct individualised long-term training programs.

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

communication skills to:

ensure requirements of athletes are understood and included in planning

ensure aspects of a training program are understood and agreed upon by the athletes

planning and organising skills to enable the planning of a high-performance training program to meet identified athlete needs

literacy and numeracy skills to effectively schedule, document and evaluate results of high-performance training programs

research skills to obtain information on trends, innovations and best practice principles of the sport and high-performance training methods

teamwork skills to:

coach and motivate an individual in a high-performance training program

liaise effectively with support personnel.

Required knowledge

relevant activity or sport-specific knowledge, including rules and regulations, to coach the skills being included in the training program

advanced principles of skill acquisition in order to plan and deliver high-performance training programs to meet identified needs

anatomy, physiology and biomechanics to enable effective and safe planning and implementation of high-performance training programs, including:

type and the structure of joints as they relate to joint mobility, joint integrity and risk of injury

major muscles, their actions, and the role of muscles during contraction

structure and function of the musculoskeletal system

structure of the cardio–respiratory system and the relationship between exercise intensity and circulatory and ventilation responses

organisational policies and procedures to enable the safe and appropriate conduct and recording of long-term training programs and maintain confidentiality of participant information

National Sporting Organisation (NSO) best practice principles

equipment manufacturer information and organisational requirements to enable the safe and effective use of exercise and training equipment.

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.

Requirements of high-level performance may include:

physiological and fitness targets

psychological targets

tactical and strategic approaches

skill performance or technique development targets

competition or performance targets.

Assessment methods may include:

performance in the activity

tests of skills, techniques, tactics and strategies

tests of psychological and physiological readiness.

Demands of participation may include:

psychological and physiological

skills

techniques

tactics

strategies.

Principles of high performance training program design may include:

specificity

progressive overload

rest and recovery

reversibility

frequency

intensity

duration

periodisation

tapering

peaking

individuality and maintenance.

Competition opportunities may include:

leagues

local

pre-season

regional

national

state

benchmark international events.

Cross training may include:

land based complementary activities

water based fitness and recovery activities.

Principles of recovery may include:

training stimulus

adaptation

tapering

training volume and intensity

planning for recovery.

Equipment may include:

cardiovascular

free weight

hydraulic

exercise balls

sport specific

bars

steps

bands

resistance

pin-loaded

electronically-braked

air-braked

pool-based.

Resource requirements may include:

ratio of coaches to athletes

ratio of equipment to athletes

equipment

time

finance

transport

accommodation.

Evaluation methods may include:

fitness assessments

lab assessments

discussions

training and competition performances

training diaries.

Motivation techniques may include:

goal setting

positive feedback.

Support personnel may include:

classifiers

disability specific

sport administrators

team managers

gear stewards

other coaches

competition managers

facility managers

fitness professionals

officials

sports physician

sports trainer

sports doctor

parent or guardian

physiotherapist

accredited exercise physiologist

sports scientist

remedial massage therapist

accredited practising dietician

psychologist.

Athlete wellbeing may include:

injury status

psychological status

emotional status

general self-esteem

anger and or stress management

detraining

health

self-discipline.

Monitoring may include:

questioning and discussing

observing

cross-referencing

ongoing functional assessments of performance

consulting with other support personnel or specialists.

Competition events may include:

state

national

international

amateur

professional.

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
Identify requirements of high-level performance for the athlete’s sport. 
Use approved assessment methods appropriate to demands of participation in the activity to assess athlete fitness and skill levels. 
Measure, record and evaluate data obtained from assessment activities against current identified demands of participation. 
Establish high-performance athlete aims and priorities for the training program. 
Establish agreed program needs and objectives. 
Investigate current national and international trends and innovations in high performance training program design. 
Implement principles of high performance training program design to meet identified needs of athlete and high-performance objectives of the sport. 
Consider competition requirements and align competition opportunities within training program. 
Incorporate cross training opportunities where appropriate. 
Incorporate principles of recovery into training program design. 
Identify and select equipment and resource requirements for each stage of the program. 
Include evaluation methods to monitor training program. 
Schedule and document all aspects of training program. 
Explain and demonstrate safe performance of exercises and activities. 
Explain and demonstrate safe use of equipment according to manufacturer instructions. 
Use motivation techniques to enhance athlete performance. 
Monitor and modify athlete progress in consultation with support personnel. 
Identify errors, potential problems and areas for improvement in performance and communicate these with athlete. 
Monitor skill performance, physical performance and athlete wellbeing throughout training program and adapt coaching methods and instructional styles where applicable. 
Adjust sessions or training program according to results of monitoring. 
Provide feedback to athlete to improve performance. 
Evaluate training and recovery program according to methods outlined in plan and in consultation with athlete and support personnel. 
Identify symptoms of negative adaptation. 
Refer athletes who have symptoms of negative adaptation to relevant support personnel. 
Address relevant competitive and or performance strategies, tactics and support needs. 
Continually monitor high-performance athlete condition throughout competition events to determine factors that affect performance. 
Implement changes according to results of monitoring. 

Forms

Assessment Cover Sheet

SISSSCO513 - Plan and implement high performance training and recovery programs
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

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Assessor name:

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Assessment Record Sheet

SISSSCO513 - Plan and implement high performance training and recovery programs

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

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Student signature:

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