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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 of junior players may include: | growth rates developmental stages heat tolerance and hydration physical ability developmental stages social characteristics attention spans. |
Coaching session plans may include: | learning outcomes resource requirements risk management strategies duration and focus of the session activities or delivery methods. |
Constraints may include: | access to industry experts access to sporting facilities and equipment access to practice opportunities cost of training available time scheduling numbers and groupings of learners. |
Risks may include: | inappropriate facilities or equipment inadequate equipment or resources inappropriate coaching methods to suit needs and characteristics of learner or learners inappropriate activities or instructions. |
Resources may include: | sport-specific facilities or venues equipment technology. |
Individual learning needs may include: | overall group learning objectives depending on previous experience and developmental stage of the player. |
Junior player characteristics may include: | age stage of physical and psychological development and ability maturity preferred learning styles level of prior experience. |
Organisational policies and procedures may include: | occupational health and safety access and storage of information use and maintenance of equipment dispute resolution. |
Relevant legislation may include: | occupational health and safety working with children duty of care mandatory reporting negligence waivers and exclusion clauses privacy. |
Coaching methods may include: | explanation demonstration drills, games and other activities structured practice opportunities guided discovery approaches. |
Performance issues may include: | incorrect technique lack of motivation lack of attention. |
Appropriate communication may include: | tone and level of voice clear and concrete presentations appropriate terminology and language to suit age group effective verbal and body language critical listening and questioning skills and techniques constructive and supportive feedback. |
Interpersonal skills may include: | establishing trust building and maintaining rapport engaging and motivating learners developing a sense of fun demonstrating sensitivity to different levels of ability, diversity, disability, culture, gender and ethnic backgrounds modelling facilitation and learning behaviours providing encouragement and support. |
Observation skills may include: | monitoring individual and group learning progress monitoring group and individual interactions monitoring conflict or behavioural difficulties monitoring learner cues about concerns or difficulties in learning monitoring learner readiness for each learning activity. |
Inappropriate behaviour may include: | disruptive behaviour violent or inappropriate language verbal or physical abuse bullying insensitive verbal or physical behaviour towards other learners or the coach dominant or overbearing behaviour non-compliance with safety and other instructions. |
Feedback may include: | verbal written video recording of session critical questioning and review of personal performance self-reflection or diary. |
Relevant stakeholders may include: | players peers. |