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. |
Needs and expectationsmay include: | physicalemotionalmotivationalpsychologicalindividualgroup. |
Readiness may include: | growth ratesdevelopmental stagesheat tolerance and hydrationphysical abilityskill levelinjury and incapacitydevelopmental stagessocial characteristicsattention spans and motivation. |
Constraints may include: | access to industry expertsaccess to sporting facilities and equipmentaccess to practice opportunitiescost of trainingtime required scheduling numbers and groupings of participants. |
Risks may include: | inappropriate facilities or equipmentinadequate equipment or resourceslevel of challenge and difficultyinappropriate coaching methods to suit needs and characteristics of learner or learners overtrainingadverse weathersport specific injuriesillnessaccidentsbehaviour of participantsinappropriate activities and instructions. |
Relevant legislationmay include: | work health and safety child protectionanti-discriminationduty of caremandatory reportingnegligencewaivers and exclusion clausesprivacy. |
Organisational policies and proceduresmay include: | work health and safetyuse and maintenance of equipment and resourcestime and budget requirements sporting bodies policiesmember protectioncodes of behaviour code of ethics. |
Resourcesmay include: | sport-specific facilities or venues playing fields, courts or pitchesequipment technologysupport personnelother coaches. |
Participant characteristics may include: | agematuritygenderphysical and psychological development abilitypreferred learning styleslevel of prior experience. |
Coaching programs may include: | learning outcomes and goals sequencing of sessionsresource requirementsrisk management strategiesduration and focus of sessionsparticipant’s characteristics and needslong and medium term learning objectives. |
Performance issuesmay include: | incorrect techniquelack of motivationlack of attention. |
Appropriate communicationmay 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 skillsmay 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. |
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. |