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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. |
Readiness of junior players may include: | growth ratesdevelopmental stagesheat tolerance and hydrationphysical abilitydevelopmental stagessocial characteristicsattention spans. |
Coaching session plans may include: | learning outcomes resource requirements risk management strategiesduration and focus of the sessionactivities or delivery methods. |
Constraints may include: | access to industry expertsaccess to sporting facilities and equipmentaccess to practice opportunitiescost of trainingavailable timescheduling numbers and groupings of learners. |
Risks may include: | inappropriate facilities or equipmentinadequate equipment or resourcesinappropriate coaching methods to suit needs and characteristics of learner or learners inappropriate activities or instructions. |
Resources may include: | sport-specific facilities or venues equipmenttechnology. |
Individual learning needs may include: | overall group learning objectives depending on previous experience and developmental stage of the player. |
Junior player characteristics may include: | agestage of physical and psychological development and abilitymaturitypreferred learning styleslevel of prior experience. |
Organisational policies and procedures may include: | occupational health and safety access and storage of informationuse and maintenance of equipmentdispute resolution. |
Relevant legislation may include: | occupational health and safetyworking with childrenduty of caremandatory reportingnegligencewaivers and exclusion clausesprivacy. |
Coaching methods may include: | explanationdemonstrationdrills, games and other activitiesstructured practice opportunities guided discovery approaches. |
Performance issues may include: | incorrect techniquelack of motivationlack of attention. |
Appropriate communication may include: | tone and level of voiceclear and concrete presentations appropriate terminology and language to suit age groupeffective verbal and body languagecritical listening and questioning skills and techniquesconstructive and supportive feedback. |
Interpersonal skills may include: | establishing trustbuilding and maintaining rapportengaging and motivating learnersdeveloping a sense of fundemonstrating sensitivity to different levels of ability, diversity, disability, culture, gender and ethnic backgroundsmodelling facilitation and learning behavioursproviding encouragement and support. |
Observation skills may include: | monitoring individual and group learning progressmonitoring group and individual interactionsmonitoring conflict or behavioural difficultiesmonitoring learner cues about concerns or difficulties in learningmonitoring learner readiness for each learning activity. |
Inappropriate behaviour may include: | disruptive behaviourviolent or inappropriate languageverbal or physical abusebullyinginsensitive verbal or physical behaviour towards other learners or the coachdominant or overbearing behaviournon-compliance with safety and other instructions. |
Feedback may include: | verbalwritten video recording of sessioncritical questioning and review of personal performanceself-reflection or diary. |
Relevant stakeholders may include: | playerspeers. |