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. |
Participant's needs and characteristics may include: | agecultural factorsfitness level and physical capabilitiessquash skills and knowledgeinjuries and illnesses. |
Readiness may include: | fitness levels motor performance factors: level of arousal which will enhance performance positive approach to enjoyment and performance. |
Session's aims and objectives may include: | progressive skill acquisition self-improvementfitness targetsmotivation individual player techniques. |
Plan may include: | session aims and objectivesdate, time and durationlocation, resources and equipmentcoach and participant ratiosdrills, activities and gamessafety requirements. |
Relevant legislation may include: | occupational health and safety permission from council or clubsprivacyworking with children. |
Organisational policies and procedures may include: | occupational health and safety conflict resolutioncommunication protocolsuse, care and maintenance of equipment and courttraining and scheduling commitments code of ethics. |
Accepted best practices of squash may include: | Squash Coaches Code of Conduct as developed by the Professional Squash Coaches Association of Australia Squash Coaches Resource ManualSquash Centre Operations Manual. |
Safety procedures may include: | group management in emergency situationssymptoms, treatment and prevention of common squash injuriesmaintenance and usage of equipment and court. |
Drills, activities and games may include: | single drillspair drillsgroup drillsrestricted games. |
Equipment may include: | squash racquetssquash ballseye protection. |
Resources may include: | teaching and coaching toolsvideo equipmentaudiovisual aids first aid resources. |
Relevant information may include: | skill or skills focus and objectivesequipment and resource requirements, selection and usesafety and emergency proceduresrisk managementconditions and external influencesrules and regulations of squashresponsible and safe behaviour. |
Risks may include: | injuriesexhaustiondehydrationcollisions. |
Rules and regulations may include: | current edition of the International Rules of Squash. |
Teaching and coaching techniques may include: | demonstration explanationfocusing on a single skill breaking down skills into components and identifying observable body movements for each stageprogressing through and linking skills shaping and modelling approachesreciprocal or peer tutoringquestioning, monitoring and observing progress assessment and evaluation. |
Required knowledge may include: | rules and regulations of squashsquash skills and court positionsbasic biomechanical principles in the squash context factors affecting skill acquisitionsafety and risk managementequipment and court selection, use and maintenancecommunication systems used in squash. |
Fundamental skills of squash may include: | the gripdrivelobserve and return of servevolleying model swingcourt movement techniquesspeedbalancecoordinationdecision making. |
Participant's performance may include: | efficient squash swing and use of courtattitude and behaviourability to perform the fundamental skills of squash during a game. |
Skill analysis may include: | angle of racquet face at impactchanges of wrist positiontiming of swingbody position relative to the ball. |
Relevant aspects may include: | effectiveness of the teaching and coaching sessionsuitability of teaching and coaching methodsfeedback provided to or by participantsinitial and final assessment of participant's abilities. |