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Elements and Performance Criteria

Required Skills

Required skills

communication skills to

build rapport with athletes with special needs

liaise with supporting personnel

deliver coaching sessions to athletes with special needs

seek feedback on coaching sessions

problemsolving skills to

adapt teaching methods and coaching styles to include athletes with special needs

evaluate sessions and make modifications to improve outcomes for athletes with special needs

planning and organising to resource and plan coaching sessions according to the needs abilities and risk factors of athletes with special needs including adapting equipment as required

self management skills to review and reflect on own work

Required knowledge

relevant legislation and organisational policies and procedures to enable safe nondiscriminatory and inclusive coaching practices for athletes with special needs

relevant activity or sportspecific knowledge to enable effective planning for the development of relevant skills

assistive devices or equipment for athletes with special needs to enable customisation of coaching

principles of inclusive learning and participation to enable athletes with special needs to access and make decisions regarding their participation in mainstream coaching sessions

factors that may affect the ability of athletes with special needs to acquire relevant skills to enable these to be addressed in the planning and delivery of coaching sessions

teaching methods and coaching styles to facilitate the development of relevant skills for athletes with special needs

classification systems to enable equitable competition among athletes with similar functional ability or medical conditions where appropriate

Evidence Required

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

applies inclusive and nondiscriminatory coaching practices and adapts coaching styles and resources to encourage athlete participation and interaction using communication strategies appropriate to the specific needs of the athletes

conducts and monitors coaching sessions for athletes with special needs that take into consideration the readiness of the athlete to develop the required skills and other factors and reviews and adapts the teaching of a skill in response to feedback

maintains group control to ensure the safety and enjoyment of the individual athlete and group and a satisfactory outcome to the experience

evaluates and reflects on own work performance to identify ways in which coaching outcomes can be improved

Context of and specific resources for assessment

Assessment must ensure demonstration of the resourcing and delivery of multiple coaching sessions specific to the special needs of athletes relevant to the candidates current or intended work role of sufficient duration to demonstrate competency and consistency of performance

Assessment must also ensure access to

an environment or facility appropriate to the activity specific coaching session

athletes with special needs relevant to the candidates current or intended work situation

equipment and resources required for the delivery of the coaching session including venues support staff equipment and materials

documentation such as relevant legislation and organisational policies and procedures

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 interaction with a range of athletes with special needs and support personnel including collecting information about athletes needs delivering and adapting coaching sessions and seeking feedback

observation of dealing with contingencies such as difficulty maintaining group control

oral or written questioning to assess knowledge of factors that may affect the ability of athletes with special needs to acquire relevant skills

thirdparty reports from a supervisor detailing appropriate work performed by the candidate

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

SISXCAIA Plan and conduct sport and recreation sessions

SISXCAI303A Plan and conduct sport and recreation sessions

relevant sportspecific unit or units of competency

Range Statement

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.

Needs may include:	medical considerations safety considerations levels of support and care physical considerations cultural considerations social considerations.
Relevant legislation may include:	occupational health and safety equal opportunity anti discrimination privacy duty of care.
Organisational policies and procedures may include:	resource allocation space allocation occupational health and safety storage and use of information best practice principles for the sport: the sport or activity's Coach's or Instructor's Code of Conduct policy the Australian Sports Commission Coach's Code of Ethics policy national activity organisation regulations and guidelines the culture of the sport or activity sport-specific or medically based classification systems.
Support personnel may include:	administrators other coach or coaches sports scientists sports medicine providers agents parents or guardians.
Athletes with special needs may include:	mature aged athletes sensory impaired vision impaired deafness or hearing loss cerebral palsy spina bifida birth deformity spinal cord injury amputation head injuries intellectual disability psychological disorder.
Factors may include:	type of disability aging processes range of movement safety factors recovery techniques social characteristics participation versus competitive motivations previous experience and understanding cognitive factors cultural values religious beliefs communication strategies level of literacy and numeracy.
Activity specificmodifications may include:	reduced court dimensions rule modifications introduction of zones scoring modifications.
Functional ability may include:	sight hearing movement interpretation of instructions interpretation of demonstrations.
Coaching or instructional styles may include:	informal when appropriate mentoring whole, part, whole approaches shaping approaches modelling approaches command and response approaches directive approaches through specific set tasks reciprocal or peer tutoring approaches feedback and refinement approaches guided discovery approaches experiential or problem solving approaches.
Resources may include:	equipment materials indoor or outdoor facilities assistive devices.
Communication techniques may include:	verbal visual tactile.
Monitoring may include:	questioning and discussion observations cross referencing with session or program objectives ongoing functional assessments of skill performance, physical performance and athlete wellbeing consultation with other personnel or specialists.
Modifications may include:	communication style coaching style duration or type of activities.