| 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. |
Sources of informationmay include: | formal and informal researchmediareference bookslegislation or plain English publications describing the law and responsibilities to complyAustralian Sports Commission (ASC)librariesNSOsindustry journalsinternetinformal discussions and networking with officialsindustry seminarstraining coursesparticipation in industry accreditation schemesindustry codes of behaviour or ethics. |
Sport specific information may include: | codes of practice for coaches policies and procedures related to:risk managementequipment:availabilitystandardmaintenance ratio of coach to participantsprovision of first aidfacilities and locationsecurity:participantssupport personnelenvironmentproperty. |
Legal obligationsmay include: | unsafe equipmentinjuriesillnessunlawful behaviour of participants, coach, instructor or support personnelsuspected physical or sexual abuseimproper use of information. |
Legal issues may include: | unsafe equipmentinjuriesillnessunlawful behaviour of participants, coach, instructor or support personnelsuspected physical or sexual abuseimproper use of information. |
Ethical responsibilitiesmay include: | bullyingphysical, verbal and sexual harassmentphysical, verbal and sexual abuseinappropriate relationshipsdrugs in sportinclusive practicescheatingreporting ethical breachesmaintaining professional standards of behaviourresponding appropriately to participants, support personnel and parents or guardians. |
Ethical issues may include: | inappropriate behaviour of participants, coaches, instructors and support personnel cheatingrelationships between participants and coaches or instructorscoach as role model regarding social drug usebullyingdealing with non payment of feesdealing with difficult supporters or parents. |
Risksmay include: | sport or activity-specific injuriesillnessadverse weatheraccidentshazardous objects inappropriate facilities or equipmentlevel of challenge or difficultyinsufficient supervision resulting in injuryinappropriate behaviour resulting in injury. |
Principles of risk management may include: | relevant activity specific safety requirements (including personal protective equipment)injury preventionrisk identification and hazard controlrisk minimisationmedical conditions and clearancessafety requirements for spectators and support personneladequate supervision and ratiosrecord keeping of participant historyemergency incident procedures. |
Support personnel may include: | administrators and managersother coaches or instructorsassistantsvolunteersofficialssports scientistsmedical and allied health professionalsparents and guardians. |
Sport or activity skills may include: | physical or motor skillstactical or mental skillsa combination of physical and tactical, forming a sequence of skills. |
Best practice principles may include: | sport or activity-specific codes of behaviour and policiesthe ASC Coach Code of Behaviourorganisation sport specific codes of behaviournational sport or activity organisation regulations and guidelinesrelevant national, state, territory or local government regulations and guidelinesemployer organisation's policies and proceduresthe culture of the sport or activityaccepted or expected preventative practices adopted by self or peers to minimise safety hazards and risks in the same or similar situationscurrent and past good practice demonstrated by self or peers in the same or similar situation. |
Coaching stylesmay range from direct to indirect and include: | friendly and approachable while maintaining a 'professional distance'directive regarding non-negotiable issues such as safety factorscasualcritical friendmotivationaldisciplinarianhumorous when appropriateorganised and efficientsupportive and encouraging. |
Game centred refers to: | learners playing the game (modified or mini) as the central organisational featuremodified activities that emphasise specific tactics. |
Technique centred refers to: | skills are presented in a gradual fashion with successful repetition as a key objectiveskills facilitate development of movement patterns from elementary to mature, then applied to the game. |