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. |
Participants' needs and characteristics may relate to : | age maturity for age gender preferences or protocols of different cultures, nationalities and religions player motivation for participation compatibility between players in match situations. |
Readiness may involve: | previous experience in team sports, especially Rugby League Rugby League skills and knowledge of applicable laws emotional capability to deal with competing in a game fitness levels and physical capabilities motor performance factors past, current or recurring injuries and illnesses. |
Session aims and objectives may include: | progressive skill acquisition during drills, activities and games improvement of individual player skills improvement of teamwork skills improvement of player fitness management of player injury. |
Plan may include: | session aims and objectives date, time and duration location coach and participant ratios resources required equipment required tailored drills, activities and games. |
Regulations may relate to: | occupational health and safety (OHS) legislation permits from land management authorities or local councils authority or permission from Rugby League clubs or associations privacy legislation working with children checks environmental protection regulations. |
Organisational policies and procedures may involve: | risk management safety management of players' past, current or recurring injuries and illnesses conflict resolution communication protocols use, care and maintenance of equipment and field training and scheduling commitments coach to participant ratios codes of safety, conduct and ethics harassment-free sports policies. |
Safety procedures may include: | group management in emergency situations prevention and first aid treatment of common Rugby League injuries management of players' past, current or recurring injuries and illnesses equipment checking and usage field safety safe and clear communication systems. |
Drills, activities may involve: | those described in Australian Rugby League Coaching Rugby League developing skills to a fundamental level through appropriate sequencing of skills progressive skill acquisition breaking down skills modifying skill drills grid work coordinated positional plays warm-ups and cool downs. |
Modified games may include: | those using Rugby League Laws of Mini Footy those using Rugby League Laws of Mod League simulated games competition games games, modified from a variety of sources, to meet specific player and team needs practice matches to develop fundamental skills. |
Location may include: | Rugby League fields open fields off-field locations such as gyms and play areas where coaching may occur. |
Equipment may include: | Rugby League balls including approved balls modified for use of junior players uniforms appropriate footwear personal protective equipment stop watches whistles cones and other approved and appropriate organisational aids |
Resources may include: | teaching and coaching tools visual media equipment food and water and approved and safe containers first aid kit. |
Relevant information may include: | objectives of the session skills focus of the session equipment and resource requirements, selection and use responsible and safe behaviour |
Risks may include: | collisions injuries including: fractures dislocations sprains strains concussions exhaustion from exposure to extreme heat or cold weather dehydration. |
Rules may include: | Rugby League Laws of Mini Footy Rugby League Laws of Mod League. |
Communication systems may include: | calls hand and eye signals signs. |
Teaching and coaching techniques may include: | six levels of learning as identified by the Australian Rugby League demonstration breaking down fundamental skills into components progressing through, and linking, skills monitoring and observing progress fault detection assessment of participants' skills providing positive reinforcement and feedback during and after drills, activities and games. |
Fundamental Rugby League skills may include: | game sense and decision making at a fundamental level running with and without a ball footwork ball handling: catching passing spin and pass playing the ball ruck play kicking: drop kicks place kicks scrummaging: formations binding feet placement attack skills: dummy half play evading sidestepping swerving changing pace defence and tackling skills: - formations preparation to defend tackling contact multiple tackling tackling: side-on front-on (blocking) from behind basic formations. |
Required player knowledge may include: | Rugby League Laws of Mini Footy Rugby League Laws of Mod League when to use different Rugby League skills role of player positions in modified Rugby League games strengths and weaknesses of opposition and own team equipment selection, use and maintenance communication systems used in modified Rugby League. |
Accepted best practice in Rugby League coaching may include: | positive role modelling good sportsmanship preventative practices to minimise safety risks and hazards positivity in providing constructive feedback on player performance. |
Endorsed standards may include: | Australian Sports Commission Harassment-free Sport policy Australian Sports Commission Junior Sport policy Australian Rugby League Anti-doping Policy Australian Rugby League Code of Conduct Australian Rugby League SafePlay Code. |
Participant's performance may include: | use of appropriate communication systems accuracy of skill, appropriate to individual player differences team participation attitude and behaviour ability to link and use the fundamental skills of Rugby League. |
Relevant aspects may include: | the quality of own performance in the coaching session effectiveness of the teaching and coaching session suitability of teaching and coaching methods feedback provided to, or by, participants. initial and final assessment of participants' abilities validity and reliability of coaching and assessment tools. |