|
| 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 defence , e.g:up and inslideattacking systems of playdefending systems of playset team plays:orthodoxunorthodoxvarying use of space -- concepts of width and depthsituational playspositions and match-upssituational kicking in gamespercentage footballidentifying strengths and weaknesses of opposition game strategies and tactics and development of counter tactics. |
Strengths and weaknesses may relate to: | fitness components:speedagility balanceendurancestrengthpowerflexibilityheightweightability to successfully implement set team playsability to use deception and predicationskills in attack and defence . |
Tactics may involve: | attack and defence impulse playsuse of structured playsmoving the ball wide tackling types and stylesScrummaging tactics set plays from a scrumpositional play in line of attackpositional play in defensive linefield positioning to generate a tryfield positioning to generate a field goaluse of anglesuse of fast or slow pace, e.g. at play-the-ballsplays to maximise weaknesses in opposition team tactical plans plays to counter strengths in perceived opposition team playscounter tactics to diminish or negate opposition player strengths. |
Readiness may involve: | current knowledge of intermediate Rugby League game strategycurrent Rugby League tactical skills and knowledge of the International Laws of Rugby Leaguefitness levels and physical capabilitiesemotional capability to deal with competing in a tactical gamemotor performance factorshistory of past, current or recurring injuries and illnesses. |
Session aims and objectives may include: | progressive acquisition of skills in Rugby League tactics and game strategy during drills, activities and gamesimprovement of individual player tactical skillsimprovement of teamwork tactical skillsimprovement in variation of team game strategiesimprovement 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 tactics. |
Regulations may relate to: | occupational health and safety (OHS) legislationpermits from land management authorities or local councilsauthority or permission from Rugby League clubs or associationsprivacy legislationworking with children checksenvironmental protection regulations. |
Organisational policies and procedures may involve: | risk managementsafetymanagement of players' histories of past, current or recurring injuries and illnessesconflict resolutioncommunication protocolsuse, care and maintenance of equipment and fieldtraining and scheduling commitmentscodes of safety, conduct and ethicsharassment-free sports policies. |
Safety procedures may include: | group management in emergency situationsprevention and first aid treatment of common Rugby League injuriesmanagement of players' past, current or recurring injuries and illnessesequipment checking and usagefield safetysafe and clear communication systems. |
Drills, activities may involve: | developing tactical skills through appropriate sequencing of skillsprogressive skill acquisition in Rugby League tacticsprogressive development of team game strategybreaking down game strategy and tactical skillscoordinated positional playsmodifying game strategy and tactical skillswarm -ups and cool downsgrid work. |
Games may include: | those using the ARL International Laws of Rugby Leaguesimulated games to develop intermediate tactical skills and game strategycompetition gamesgames modified from a variety of sources to meet specific player and team needspractice matches to develop intermediate tactical skills and game strategy. |
Location may include: | Rugby League fieldsopen fields off-field training locations such as gyms and other venues where coaching may occur. |
Equipment may include: | ARL approved training and match Rugby League ballsuniformsappropriate footwearpersonal protective equipmentapproved and safe ankle braces and thigh protectorstackle bagsstop watcheswhistlescones and other approved and appropriate organisational aids. |
Resources may include: | teaching and coaching toolsvisual media equipmentfood and water and approved and safe containersfirst 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 tactics.objectives of the sessionequipment and resource requirements, selection and useresponsible and safe behaviour |
Risks may include: | collisionsinjuries including:fracturesdislocationssprainsstrainsconcussionsexhaustion from exposure to extreme heat or cold weatherdehydration. |
Communication systems may include: | callshand and eye signalssignsnodsgesturescodes for different plays. |
Psychological techniques may include: | goal settingvisualisationimagery relaxation techniques intrinsic motivationextrinsic motivationfocusing. |
Teaching and coaching techniques may include: | six levels of learning as identified by the Australian Rugby Leaguedemonstrationexplanationuse 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 tacticsprogressing through, and linking skills monitoring and observing progress fault detectionassessment of participants' skillsproviding positive reinforcement and feedback during and after drills, activities and games. |
Required player knowledge may include: | the International Laws of Rugby Leaguethe essential features of the game strategythe characteristics of Rugby League 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 Rugby Leaguesafety and risk management. |
Accepted best practice in Rugby League coaching may include: | positive role modellinggood sportsmanshippreventative practices to minimise safety risks and hazardspositivity in providing feedback on player performance |
Endorsed standards may include: | Australian Sports Commission Harassment-free Sport policyAustralian Sports Commission Junior Sport policyAustralian Rugby League Anti-doping PolicyAustralian Rugby League Codes of ConductAustralian Rugby League SafePlay Code. |
Participant's performance may include: | use of appropriate communication systemsaccuracy of skill, appropriate to individual player differencesimplementation 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:penaltieserrors and turnoverscompletion ratestries scored and manner in which tries are scoredtackle countspsychological and motivational wellbeing of playersstrengths and weaknesses of own and opposition players during match. |
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. |