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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. |
Participants' needs and characteristics may relate to : | agematurity for agepreferences or protocols of different cultures, nationalities and religionsplayer motivation for participationcompatibility between players in match situations. |
Game strategy may involve: | roles of individual players in the game strategypatterns of play in attack and defenceattacking systems of playdefending systems of playset team plays:use of spaceconcepts of width and depth situational plays specific to stages of matchpositions and match-upsidentifying strengths and weaknesses of the opposition's game strategies and tactics and development of counter tactics. |
Strengths and weaknesses may relate to: | fitness components:speedagility balanceendurancestrengthpowerflexibilityrepeated sprint abilityheightability to successfully implement set team playsskills in attack and defence. |
Tactics may involve: | individual player tacticswhole of team tacticsindividual and team offence and defenceoffensive team tactics half court offence5 out motionfull court transition basic transition ("lanes")2 on 13 on 2 defensive team tactics half court man to man defence zone defence"split line" man-to-man defencefull court defencefull court or transition basic defensive transition ("basket-ball").creating a lead back door cut defensive hand and foot position defensive footwork defending the dribbler defending the back door close out techniquerebounding offensive transition player position ball movement rebounding defensive transitionplays to maximise weaknesses in opposition team playsplays to counter strengths in opposition team plays countering tactics to diminish or negate opposition player strengths such as double defending. |
Readiness may involve: | current knowledge of basketball game strategycurrent basketball tactical skills and knowledge of applicable rules emotional capability to deal with competing in a tactical gamefitness levels and physical capabilitiesmotor performance factorscurrent or recurring injuries and illnesses. |
Session aims and objectives may include: | progressive acquisition of skills in basketball tactics and game strategy during drills, activities and gamesimprovement of individual player tactical skillsimprovement of teamwork tactical skillsimprovement of team game strategyimprovement of player motivation and confidence in game strategy and tacticsimprovement of player fitnessmanagement of player injury. |
Session plan may include: | session aims and objectivesdate, time and durationlocationcoach and participant ratiosresources requiredequipment requiredtailored drills, activities and games designed to develop team game strategy and player tacticsactivities to progress tactical playing skills to game situations. |
Regulations may relate to: | occupational health and safety (OHS) legislationpermits from land management authorities or local councilauthority or permission from basketball clubs or associationsprivacy legislationworking with children checksenvironmental protection regulations. |
Organisational policies and procedures may involve: | risk managementsafetymanagement of players' current or recurring injuries and illnessesconflict resolutionin game communication procedureuse, care and maintenance of equipment and courttraining and scheduling commitments code of ethicsharassment-free sports policies. |
Safety procedures may include: | group management in emergency situationsprevention, symptoms and first aid treatment of common basketball injuriesmanagement of players' current or recurring injuries and illnessesequipment checking and usagecourt safetysafe and clear communication systems. |
Drills, activities may involve: | those described in Basketball Australia's Coaching Manualsdeveloping tactical skills through appropriate sequencing of skillsprogressive skill acquisition in basketball tacticsprogressive development of team game strategybreaking down game strategy and tactical skillsbreak down drillsindividual offence and defence drillsteam offence and defence drillscoordinated positional playsmodifying game strategy and tactical skillswarm ups and cool downs. |
Games may include: | simulated games to develop fundamental tactical skills and game strategycompetition gamesmodified games to meet specific player and team needspractice matches to develop fundamental tactical skills and game strategy. |
Location may include: | basketball courts:indooroutdooroff court locations such as gyms. |
Equipment may include: | basketballsuniformsappropriate footwearwhistlesstop watchesconesbaskets with nets and backboards. |
Resources may include: | teaching and coaching toolsvisual media equipmentfood and waterfirst aid kit. |
Relevant information may relate to: | the game strategytactics to be developed and usedtailored drills, activities and games designed to develop team game strategy and player tacticsobjectives of the sessionequipment and resource requirements, selection and useresponsible and safe behaviour. |
Risks may include: | collisionsinjuries including:fracturesdislocationssprainsstrainsexhaustiondehydration. |
Rules of basketball may include: | local state or territorynationalinternational. |
Communication systems may include: | callshand signalseye signalssignscodes for different plays. |
Psychological techniques may include: | goal settingvisualisation relaxation techniques intrinsic motivationmotivation techniques focusing. |
Teaching and coaching techniques may include: | demonstrationexplanationuse of diagrams and drawingsfocusing on the game strategy as a wholefocusing on single or multiple tacticsbreaking down game strategy and tactics into componentsbreaking down complex tacticsbreaking down drills into componentsprogressing through and linking tactical skills monitoring and observing progress fault detection and correctionassessment of participants' tactical skillsproviding positive reinforcement and feedback during and after drills, activities and games. |
Required player knowledge may include: | rules of basketballorganisational policies and procedures and those promoted by sporting organisationsthe essential features of the game strategythe characteristics of basketball tactics and when to use various tacticsrole of player positionsbasic biomechanical principles strengths and weaknesses of opposition and own teamequipment selection, use and maintenancecommunication systems used in basketballsafety and risk management. |
Accepted best practice in basketball coaching may include: | positive role modellinggood sportsmanshippreventative practice to minimise safety risks and hazardspositively when providing feedback on player performance. |
Endorsed standards may include: | Australian Sports Commission Harassment-free Sport policyBasketball Australia's Coaches Code of EthicsBasketball Australia's Member Protection PolicyBasketball Australia's Junior Sport FrameworkBasketball Australia anti-doping policy. |
Participant's performance may include: | use of appropriate communication systemsaccuracy of skillimplementation of the overall game strategyparticipation in team and individual tacticsattitude and behaviourability to link and use the tactics and cooperate with other team members. |
In-game analysis may include: | playing statistics for own team and opposition:shooting penaltieserrors and turnoversinterceptionsnumber of goals scored from own centre passesnumber of goals scored from turnovers and interceptionsreboundspsychological and motivational wellbeing of playersstrengths and weaknesses of own and opposition players. |
Relevant aspects may include: | the quality of own performance in the coaching session effectiveness of the teaching and coaching sessionsuitability of teaching and coaching methodsfeedback provided to or by participantsinitial and final assessment of participants' abilitiesvalidity and reliability of coaching and assessment tools. |