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. |
Readiness may include: | levels of fitnessmotor performance factorscompatibility between players in match situations level of arousal which will enhance performance. |
Advanced volleyball tactics and strategies may include: | defensive skills attacking systems defensive systems formationsindoor and beach aspects. |
Aims and objectives may include: | progressive acquisition self-improvementfitness targetsmotivation team skills. |
Plan may include: | session's aims and objectivesdate, time and durationlocationcoach and participant ratiosresources and equipmentdrills, activities and gamessafety requirements. |
Needs and characteristics may include: | agecultural factorsprevious experiencefitness level and physical capabilitiesinjuries and illnesses. |
Relevant legislation may include: | occupational health and safety (OHS)authority or permission from land owners, local council or volleyball clubsprivacyworking with childrenenvironmental regulations. |
Organisational policies and procedures may include: | occupational health and safetyconflict resolutioncommunication protocolsuse, care and maintenance of equipment and courttraining and scheduling commitments code of ethics. |
Endorsed standards promoted by volleyball may include: | Australian Volleyball Federation Coaches Code of Conduct policyAustralian Volleyball policies, such as anti-doping and blood policiesAustralian Sports Commission Harassment-free Sport policy. |
Safety procedures may include: | group management in emergency situationssymptoms, treatment and prevention of common volleyball injuriesequipment checking and usage. |
Drills, activities may include: | those described in Australian Volleyball Federation Level 3 Coaching Course small group practices individual and team practicesdefensive skills attacking systems defensive systems advanced drills warm-ups and cool-downsgrid work. |
Games may include: | simulated game conditionscoordinated positional playspractice matches. |
Location may include: | indoor courtbeach courtman-made or inland sand court. |
Equipment may include: | nets volleyballs. |
Resources may include: | teaching and coaching toolsvideo equipment sports science testing equipmentfirst aid kit. |
Relevant information may include: | tactic and strategy focusequipment and resource requirements, selection and useobjectivesrules and regulations of volleyballresponsible and safe behaviour. |
Risks may include: | injuriesexhaustiondehydrationcollision. |
Rules and regulations may include: | local, national and international rules of volleyball approved Australian Volleyball Federation match protocol Australian Volleyball Federation Code of Ethics Australian Volleyball Federation Anti-doping policy Australian Sports Commission Harassment-free Sport policyage restrictions. |
Communication system may include: | callshand and eye signals. |
Game plans may include: | individual or teamset playstargeting opposition playersidentifying weaknesses in opposition teamstyle of playsituational plays. |
Psychologically may include: | goal settingvisualisation relaxation techniques motivation techniques focusing. |
Teaching and coaching techniques may include: | demonstration explanationfocusing on a single tactic breaking down tactics progressing through and linking tacticsshaping and modelling approachesreciprocal or peer tutoringquestioning, monitoring and observing progress assessment and evaluation. |
Required knowledge may include: | rules and regulations of volleyballvolleyball tactics and strategiescounteractive strategies encountered during competitionbasic biomechanical principlesstrengths and weaknesses of opposition and own team. |
Participant's performance may include: | team participationspeed and accuracy of performance attitude and behaviour. |
In-game analysis may include: | analysing game game performances psychological and motivational wellbeing of playerstactical strengths and weaknesses. |
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. |