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

SISSSOF307 Mapping and Delivery Guide
Coach officials

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency SISSSOF307 - Coach officials
Description This unit describes the performance outcomes, skills and knowledge to coach officials to develop technical skills and improve their officiating performance. It includes the application of strategies to review and analyse the officiating environment, competition performance and skills required to modify and improve future performances.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to those responsible for the development of officials in a chosen sport. This unit covers the application of relevant NSO and International Federation rules, regulations and guidelines to design activities and drills to develop officiating skills. It also includes the application of strategies to analyse game performance and provide advice on performance enhancement.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites SISSSOF101Develop and update officiating knowledge
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: Prepare to coach officials.
  • Identify key aspects of the current officiating environment by consulting with key stakeholders.
  • Confirm participant eligibility, motivation and officiating career goals and assess readiness to acquire skills.
  • Select the particular officiating skills to be developed.
  • Ensure health and safety requirements, presentation and equipment are in line with organisational policies and procedures.
  • Select components of the official’s development program.
  • Identify appropriate professionals to assist with design and implementation of training and recovery program for officials.
       
Element: Conduct drills and activities to develop officiating skills.
  • Prepare a session plan and allocate sufficient space and resources for the activities.
  • Confirm that environment, facilities and equipment meet organisational requirements.
  • Select and use a range of coaching styles and teaching methods to transfer skills and knowledge.
  • Undertake observation with minimal disruption to activities.
  • Observe officials skill execution and apply correction techniques to improve the skill on an individualised and/or group basis.
  • Explain and demonstrate specific skills to be coached.
  • Apply strategies to maintain group control to ensure safety and enjoyment of the individual and group.
  • Provide feedback in a constructive and supportive manner.
       
Element: Prepare officials for competition.
  • Prepare officials at an appropriate motivational and psychological level for competition.
  • Ensure appropriate administrative requirements are advised to the official prior to competition.
  • Prepare an officiating plan in consultation with the official.
       
Element: Analyse official’s competition performance.
  • Observe officials performance and record key officiating aspects of performance.
  • Identify any performance problems or difficulties.
  • Analyse officiating performance against NSO and International Federation (IF) standards.
  • Conduct debriefing session with officials following competition using effective communication strategies.
  • Identify ways to rectify performance problems or difficulties and develop relevant coaching strategies to enhance officiating performance.
       


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 ability to:

interpret relevant rules, regulations and competition requirements to coach officials according to NSO and IF requirements

apply effective planning and organisation skills to deliver sessions to improve technical skills

use a range of coaching styles and teaching methods to transfer skills and knowledge to officials

observe and monitor the progress of the officials and provide feedback objectively within required time frames about performance enhancements

use a range of communication strategies to work effectively with officials.

Context of and specific resources for assessment

Assessment must ensure:

coaching of multiple officials over a sufficient period of time to observe progress in technical skills.

Assessment must also ensure access to:

a sport-specific training or competition setting or environment

participants, equipment and facilities and support officials in a competition setting or environment

current NSO and IF rules and regulations and best practice principles for the development of officials.

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 training sessions including making and communicating information about skills

observation providing feedback to officials after the competition or game

oral or written questioning to assess knowledge of NSO and IF rules and regulations for coaching officials

review of portfolios of evidence such as session and officiating plans

third-party reports from a supervisor detailing work performance.

Guidance information for assessment

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

sport-specific 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 specifically the use of questioning techniques and clarity in oral communication

interpersonal skills to facilitate participation and encourage effective coaching outcomes

observation skills to determine strengths and weaknesses in officials’ competition performance

language and literacy skills to:

access and interpret information about the officiating standards for the relevant level of game or competition

complete documentation in relation to session and officiating plans

problem-solving skills to:

respond appropriately to performance problems experienced by officials

apply strategies to design coaching activities to meet identified needs

planning and organising skills to design and conduct coaching sessions for officials.

Required knowledge

NSO and IF codes, rules and guidelines including officiating standards

relevant legislation to enable safe conduct of activities

officiating codes of practice and best practice principles to coach officials to the highest standard

basic principles of training, such as explanation, demonstration, review, trainee explanation, trainee demonstration and feedback

activities relevant to the sport and officiating level

basic principles of group management.

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.

Key aspectsmay include:

current relevant registration and accreditation requirements

emotional tone:

hostile

emotionally charged

isolated

supportive

negative.

Stakeholders may include:

competitors

teams

coaches of individuals/teams

sports administrators

media

officials.

Session planmay include:

aims

dates and times

activity or drill components and structure

logistics

equipment required.

Equipment may include:

protective or safety

sport specific

training aids

personal equipment

technical equipment such as video, wireless and monitoring.

Coaching stylesmay include:

friendly and approachable while maintaining a 'professional distance'

clear, precise and if appropriate directive regarding non negotiable issues, e.g. safety factors

humorous when appropriate

laisez faire when appropriate

organised and efficient

a 'critical friend'

supportive and encouraging

motivational and inspiring

disciplinarian, including modification of undesirable behaviours in officials.

Teaching methods may include:

whole or part 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 (setting problems and allowing officials to discover solutions)

experimental or problem solving approaches.

Feedbackmay be:

verbal

written

visual

tactile

incremental during an event or activity

at completion.

Administrative requirementsmay include:

advice of appointment

level of competition

officiating partners

venue

start time

competition teams

format of competition

official's contact at competition.

Officiating plan must include:

anticipated focus of performance

goals

intended strategies

measures.

Performance problems or difficultiesmay include:

shyness or lack of confidence

ineffective communication

language or cultural barriers

insufficient knowledge of rules

distraction by players, coaches, spectators and others

physical fitness and preparation

psychological preparation

lack of resilience.

Communication strategies may include:

active listening

questioning techniques

rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood

empathising with the official’s situation while upholding rules and regulations

assertiveness

non-verbal communication and recognition of non-verbal signs

ability to speak clearly to be understood and use appropriate language, style and tone.

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 key aspects of the current officiating environment by consulting with key stakeholders. 
Confirm participant eligibility, motivation and officiating career goals and assess readiness to acquire skills. 
Select the particular officiating skills to be developed. 
Ensure health and safety requirements, presentation and equipment are in line with organisational policies and procedures. 
Select components of the official’s development program. 
Identify appropriate professionals to assist with design and implementation of training and recovery program for officials. 
Prepare a session plan and allocate sufficient space and resources for the activities. 
Confirm that environment, facilities and equipment meet organisational requirements. 
Select and use a range of coaching styles and teaching methods to transfer skills and knowledge. 
Undertake observation with minimal disruption to activities. 
Observe officials skill execution and apply correction techniques to improve the skill on an individualised and/or group basis. 
Explain and demonstrate specific skills to be coached. 
Apply strategies to maintain group control to ensure safety and enjoyment of the individual and group. 
Provide feedback in a constructive and supportive manner. 
Prepare officials at an appropriate motivational and psychological level for competition. 
Ensure appropriate administrative requirements are advised to the official prior to competition. 
Prepare an officiating plan in consultation with the official. 
Observe officials performance and record key officiating aspects of performance. 
Identify any performance problems or difficulties. 
Analyse officiating performance against NSO and International Federation (IF) standards. 
Conduct debriefing session with officials following competition using effective communication strategies. 
Identify ways to rectify performance problems or difficulties and develop relevant coaching strategies to enhance officiating performance. 

Forms

Assessment Cover Sheet

SISSSOF307 - Coach officials
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

SISSSOF307 - Coach officials

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: