Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SISSCGP306A Mapping and Delivery Guide
Customise coaching for special needs groups

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency SISSCGP306A - Customise coaching for special needs groups
Description This unit describes the performance outcomes, skills and knowledge required to identify the needs of special needs groups such as athletes with a disability or mature aged athletes, customise inclusive teaching and coaching practices to involve special needs groups and review and adapt coaching outcomes.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to those operating as a coach at a regional, state or territory level who works or intends to work with special needs groups such as athletes with a disability or mature aged athletes.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites SISSCGP201A Apply legal and ethical coaching practices
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Consult with athletes to determine special needs.
  • Identify athlete's needs according to relevant legislation and organisational policies and procedures.
  • Liaise with family where appropriate and other relevant support personnel to confirm requirements of individual athletes with special needs.
  • Identify factors that may affect the acquisition of required skills of athletes with special needs.
  • Identify and confirm activity specificmodifications as required.
  • Assess athlete's functional ability and readiness to acquire and perform the activity-specific skills.
       
Element: Plan coaching session to include special needs groups.
  • Assess current teaching methods and coaching or instructional styles to determine suitability for athletes with special needs.
  • Select and or adapt teaching methods and coaching or instructional styles to match the athlete's special needs and readiness to acquire and perform the activity specific skill or skills.
  • Identify and access additional resources required to develop and perform the activity-specific skill or skills.
  • Adapt resources as appropriate for athletes with special needs according to organisational policies and procedures.
  • Assess and plan for levels of support or care required by athletes with special needs where appropriate.
       
Element: Deliver coaching session to include special needs groups.
  • Deliver relevant information and demonstrations to teach or develop specific skills to athletes with special needs according to organisational policies and procedures.
  • Conduct drills, activities and games to teach or develop the skills of athletes with special needs according to organisational policies and procedures.
  • Adapt communication techniquesto meet the needs of athletes with special needs.
  • Emphasise and monitor participation in mainstream teams or groups while adjusting or refining skills on an individualised basis.
  • Implement the safety and medical considerations of the athlete's specific need as appropriate.
  • Monitor the teaching method and coaching or instructing style in relation to athletes with special needs and make adjustments.
  • Provide feedback to the athlete and other support personnel according to the best practice principles of the sport or activity.
       
Element: Evaluate coaching session.
  • Seek and acknowledge feedback from athletes and support personnel.
  • Develop evaluation criteria and analyse all relevant components of the session against the criteria.
  • Identify areas where session could be improved to better meet the needs of athletes with special needs and ways of obtaining this improvement.
  • Document and implement modifications to teaching methods, coaching styles and activities in response to results of the evaluation.
  • Review own performance and identify potential improvements.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

applies inclusive and non-discriminatory coaching practices and adapts coaching styles and resources to encourage athlete participation and interaction using communication strategies appropriate to the specific needs of the athletes

conducts and monitors coaching sessions for athletes with special needs that take into consideration the readiness of the athlete to develop the required skills and other factors and reviews and adapts the teaching of a skill in response to feedback

maintains group control to ensure the safety and enjoyment of the individual athlete and group, and a satisfactory outcome to the experience

evaluates and reflects on own work performance to identify ways in which coaching outcomes can be improved.

Context of and specific resources for assessment

Assessment must ensure demonstration of the resourcing and delivery of multiple coaching sessions specific to the special needs of athletes relevant to the candidate's current or intended work role of sufficient duration to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

an environment or facility appropriate to the activity specific coaching session

athletes with special needs relevant to the candidate's current or intended work situation

equipment and resources required for the delivery of the coaching session including venues, support staff, equipment and materials

documentation such as relevant legislation and organisational policies and procedures.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

observation of interaction with a range of athletes with special needs and support personnel, including collecting information about athlete's needs, delivering and adapting coaching sessions and seeking feedback

observation of dealing with contingencies such as difficulty maintaining group control

oral or written questioning to assess knowledge of factors that may affect the ability of athletes with special needs to acquire relevant skills

third-party reports from a supervisor detailing appropriate work performed by the candidate.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

SISXCAI303A Plan and conduct sport and recreation sessions

relevant sport-specific unit or units of competency.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication skills to:

build rapport with athletes with special needs

liaise with supporting personnel

deliver coaching sessions to athletes with special needs

seek feedback on coaching sessions

problem-solving skills to:

adapt teaching methods and coaching styles to include athletes with special needs

evaluate sessions and make modifications to improve outcomes for athletes with special needs

planning and organising to resource and plan coaching sessions according to the needs, abilities and risk factors of athletes with special needs including adapting equipment as required

self management skills to review and reflect on own work.

Required knowledge

relevant legislation and organisational policies and procedures to enable safe, non-discriminatory and inclusive coaching practices for athletes with special needs

relevant activity or sport-specific knowledge to enable effective planning for the development of relevant skills

assistive devices or equipment for athletes with special needs to enable customisation of coaching

principles of inclusive learning and participation to enable athletes with special needs to access and make decisions regarding their participation in mainstream coaching sessions

factors that may affect the ability of athletes with special needs to acquire relevant skills to enable these to be addressed in the planning and delivery of coaching sessions

teaching methods and coaching styles to facilitate the development of relevant skills for athletes with special needs

classification systems to enable equitable competition among athletes with similar functional ability or medical conditions where appropriate.

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.

Needs may include:

medical considerations

safety considerations

levels of support and care

physical considerations

cultural considerations

social considerations.

Relevant legislation may include:

occupational health and safety

equal opportunity

anti discrimination

privacy

duty of care.

Organisational policies and procedures may include:

resource allocation

space allocation

occupational health and safety

storage and use of information

best practice principles for the sport:

the sport or activity's Coach's or Instructor's Code of Conduct policy

the Australian Sports Commission Coach's Code of Ethics policy

national activity organisation regulations and guidelines

the culture of the sport or activity

sport-specific or medically based classification systems.

Support personnel may include:

administrators

other coach or coaches

sports scientists

sports medicine providers

agents

parents or guardians.

Athletes with special needs may include:

mature aged athletes

sensory impaired

vision impaired

deafness or hearing loss

cerebral palsy

spina bifida

birth deformity

spinal cord injury

amputation

head injuries

intellectual disability

psychological disorder.

Factors may include:

type of disability

aging processes

range of movement

safety factors

recovery techniques

social characteristics

participation versus competitive motivations

previous experience and understanding

cognitive factors

cultural values

religious beliefs

communication strategies

level of literacy and numeracy.

Activity specificmodifications may include:

reduced court dimensions

rule modifications

introduction of zones

scoring modifications.

Functional ability may include:

sight

hearing

movement

interpretation of instructions

interpretation of demonstrations.

Coaching or instructional styles may include:

informal when appropriate

mentoring

whole, part, whole approaches

shaping approaches

modelling approaches

command and response approaches

directive approaches through specific set tasks

reciprocal or peer tutoring approaches

feedback and refinement approaches

guided discovery approaches

experiential or problem solving approaches.

Resources may include:

equipment

materials

indoor or outdoor facilities

assistive devices.

Communication techniques may include:

verbal

visual

tactile.

Monitoring may include:

questioning and discussion

observations

cross referencing with session or program objectives

ongoing functional assessments of skill performance, physical performance and athlete wellbeing

consultation with other personnel or specialists.

Modifications may include:

communication style

coaching style

duration or type of activities.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify athlete's needs according to relevant legislation and organisational policies and procedures. 
Liaise with family where appropriate and other relevant support personnel to confirm requirements of individual athletes with special needs. 
Identify factors that may affect the acquisition of required skills of athletes with special needs. 
Identify and confirm activity specificmodifications as required. 
Assess athlete's functional ability and readiness to acquire and perform the activity-specific skills. 
Assess current teaching methods and coaching or instructional styles to determine suitability for athletes with special needs. 
Select and or adapt teaching methods and coaching or instructional styles to match the athlete's special needs and readiness to acquire and perform the activity specific skill or skills. 
Identify and access additional resources required to develop and perform the activity-specific skill or skills. 
Adapt resources as appropriate for athletes with special needs according to organisational policies and procedures. 
Assess and plan for levels of support or care required by athletes with special needs where appropriate. 
Deliver relevant information and demonstrations to teach or develop specific skills to athletes with special needs according to organisational policies and procedures. 
Conduct drills, activities and games to teach or develop the skills of athletes with special needs according to organisational policies and procedures. 
Adapt communication techniquesto meet the needs of athletes with special needs. 
Emphasise and monitor participation in mainstream teams or groups while adjusting or refining skills on an individualised basis. 
Implement the safety and medical considerations of the athlete's specific need as appropriate. 
Monitor the teaching method and coaching or instructing style in relation to athletes with special needs and make adjustments. 
Provide feedback to the athlete and other support personnel according to the best practice principles of the sport or activity. 
Seek and acknowledge feedback from athletes and support personnel. 
Develop evaluation criteria and analyse all relevant components of the session against the criteria. 
Identify areas where session could be improved to better meet the needs of athletes with special needs and ways of obtaining this improvement. 
Document and implement modifications to teaching methods, coaching styles and activities in response to results of the evaluation. 
Review own performance and identify potential improvements. 

Forms

Assessment Cover Sheet

SISSCGP306A - Customise coaching for special needs groups
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

SISSCGP306A - Customise coaching for special needs groups

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: