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

SISSTOU303A Mapping and Delivery Guide
Teach the intermediate skills of Touch

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency SISSTOU303A - Teach the intermediate skills of Touch
Description This unit describes the performance outcomes, skills and knowledge required to teach the intermediate skills of Touch. This unit focuses on planning, conducting and evaluating drills, activities and games to develop the skills of Touch to an intermediate level.No licensing, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to individuals operating as Touch coaches at a local, regional or state level. This includes instructing, planning, conducting and evaluating training sessions and games. This also involves supervising practice sessions, preparing for games and completing post competition analysis on performance.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Nil
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: Plan intermediate Touch session or sessions.
  • Establish participant's needs and characteristics.
  • Assess participant's readiness and current knowledge of Touch in order to determine session's aims and objectives.
  • Develop a plan according to participant's needs and characteristics, relevant legislation, organisational policies and procedures and endorsed standards promoted by Touch.
  • Identify safety procedures associated with Touch drills, activities and games according to organisational policies and procedures.
  • Select and access location, equipment and resources according to organisational policies and procedures.
       
Element: Brief participants.
  • Communicate instructions and relevant information about the intermediate Touch session in a manner appropriate to the participants.
  • Encourage participants to seek clarification, information and feedback as required during the session.
  • Inform participants of known and anticipated risks, safety procedures, appropriate behaviour and intermediate Touch rules and regulations.
  • Establish a suitable communication system to promote team work while participating in drills, activities and games.
       
Element: Conduct intermediate Touch football session or session or sessions.
  • Apply clear and accurate teaching and coaching techniques to impart required knowledge and the requirements of the intermediate skills of Touch to be developed.
  • Conduct warm-up and or introductory activities for participants, to reduce the risk of injury.
  • Monitor individual participant's performance and maintain effective communication during intermediate Touch drills, activities and games.
  • Observe participants during intermediate Touch drills, activities and games, and adjust or refine individual and or group technique as required.
  • Allow time for cooling down at the end of the session and inform participants of opportunities to further develop their intermediate Touch skills.
       
Element: Complete post-session responsibilities.
  • Provide opportunities for participants to identify their personal progress and satisfaction with the session, and give feedback as required.
  • Evaluate relevant aspects of intermediate Touch session and determine the level of learning achieved.
  • Identify potential areas of improvement for future intermediate Touch sessions.
       


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:

plans and delivers information, explanations and demonstrations for Touch session or sessions to ensure activities are conducted safely according to participant's needs and characteristics

observes and monitors the progress of participants and provides constructive feedback and intervention to improve and develop the skills of Touch to an intermediate level

uses and modifies teaching and coaching techniques, drills, activities and games to cater for a range of individual learning styles

evaluates and reflects on own coaching performance to identify strengths, weaknesses and areas that need improvement.

Context of and specific resources for assessment

Assessment must ensure the conduct of safe drills, activities and games that reflect the needs and characteristics of a range of participants and are of sufficient duration and breadth to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

resources and information regarding participants and location to accurately plan, coach and document intermediate Touch sessions for a variety of participants

local, national and international rules and regulations of Touch, International Activity Organisation laws and best practice codes of ethics

current relevant legislation and organisational policies and procedures that impact on the conduct of drills, activities and games

a suitable location, field or facility

a group of participants to take part in the intermediate Touch sessions and games

suitably qualified referees

equipment such as a Touch balls.

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:

oral or written questioning to assess knowledge of relevant legislation, organisational policies and procedures, and rules and regulations of Touch to enable safe conduct of all drills, activities and games during the sessions

observation of safe coaching of Touch skills to an intermediate level and monitoring and adjusting instructional techniques according to participant's needs, characteristics and responses

portfolio of session plans and self-evaluations

third-party reports from a supervisor detailing performance.

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

SISSTOU304A Teach the intermediate tactics and strategies of Touch.

Guidance information for assessment

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:

consult with participants to plan intermediate Touch sessions that meet their needs

convey information about the safety aspects of the sessions

interact with participants to create a safe and positive team environment

problem-solving skills to:

plan a suitable intermediate Touch session according to participant's needs and characteristics

address participant difficulties in developing skills and techniques

anticipate and respond appropriately to non routine situations

planning and organisation skills to:

source, allocate and coordinate resources, equipment and a suitable location

monitor and evaluate progress

organise participants into manageable groups for intermediate Touch drills, activities and games

language and literacy skills to:

produce a plan for the intermediate Touch session or sessions

complete post-session participant and self evaluations

give and receive feedback

teaching and coaching techniques to suit a range of participant's needs, characteristics and learning styles

numeracy skills to support effective time management to deliver drills, activities and games within session timeframes

personal intermediate Touch skills to a high level of technical correctness to:

understand progressive skill acquisition

demonstrate, explain and break down skills and techniques to participants

first aid and emergency response skills appropriate to the location.

Required knowledge

legislation, organisational policies and procedures, and rules and regulations of intermediate Touch to enable safe and non-discriminatory conduct of session or sessions

site specific information to assist in the planning process and enable management of potential risks, and any special restrictions applying to the location

equipment types, characteristics and technology used for intermediate Touch

teaching and coaching techniques and practices applicable to a range of ages and learning abilities

characteristics of a range of physical abilities, fitness and motor performance to enable assessment of participant readiness

intermediate skills of Touch and specific drills, activities and games that promote progressive skill acquisition in individuals and group

communication systems used between players, coaches, referees and support staff during intermediate Touch

risks commonly associated with intermediate Touch, and methods of mitigating these risks

emergency response and safety procedures appropriate for intermediate Touch, to ensure risk minimisation to self and group.

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.

Participant's needs and characteristics may include:

age

cultural factors

fitness level and physical capabilities

intermediate Touch skills and knowledge

injuries and illnesses.

Readiness may include:

fitness levels

motor performance factors

compatibility between players in match situations

level of arousal which will enhance performance.

Session's aims and objectives may include:

progressive skill acquisition

self improvement

fitness targets

motivation

team skills.

Plan may include:

session's aims and objectives

date, time and duration

location

coach and participant ratios

resources

equipment

skill-based, technical or physical drills and activities

safety requirements.

Relevant legislation may include:

occupational health and safety

authority or permission from land owners, local council or Touch clubs

privacy

working with children

environmental regulations.

Organisational policies and procedures may include:

occupational health and safety

conflict resolution

communication protocols

use, care and maintenance of equipment and field

training and scheduling commitments

individual Touch club's policies

code of ethics.

Endorsed standards promoted by Touch may include:

the Australian Touch Association Incorporated Code of Conduct policy

Australian Touch Association Incorporated Anti-doping policy

Australian Sports Commission Harassment-free Sport policy.

Safety procedures may include:

group management in emergency situations

symptoms, treatment and prevention of common Touch injuries

equipment checking and usage

clear communication systems

clear explanations of all requirements.

Drills, activities may include:

those described in Australian Touch Association Incorporated Level 1 Coach Handbook

sequential progression of skills

breaking down skills

modified skill drills

warm ups and cool downs

grid work.

Games may include:

modified games

practice matches

small and full games

games for outcomes

linking and practicing skills learnt during drills and activities.

Equipment may include:

Touch balls

uniforms.

Resources may include:

teaching and coaching tools

video equipment

sports science testing equipment

first aid kit.

Relevant information may include:

skill or skills focus

equipment and resource requirements, selection and use

safety procedures

communication systems

objectives

rules and regulations of Touch

responsible and safe behaviour.

Risks may include:

injuries

exhaustion

dehydration.

Rules and regulations may include:

local, national and international rules of Touch

International Activity Organisation laws

Australian Touch Association Incorporated Code of Ethics

age restrictions.

Communication system may include:

calls

hand and eye signals.

Teaching and coaching techniques may include:

demonstration

explanation

focusing on a single skill

breaking down skills into components

progressing through and linking skills

assessment and evaluation.

Required knowledge may include:

rules and regulations of Touch

Touch skills and positions

basic biomechanical principles

factors affecting skill acquisition

safety and risk management

equipment selection, use and maintenance.

Intermediate skills of Touch may include:

running

passing and catching

positional play

touching

play the ball

effecting a touch.

Participant's performance may include:

use of appropriate communication systems

team participation

performance and accuracy of skills

attitude and behaviour

ability to link and perform the skills.

Relevant aspects may include:

effectiveness of the teaching and coaching session

suitability of teaching and coaching methods

feedback provided to or by participants

initial and final assessment of participant's abilities.

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
Establish participant's needs and characteristics. 
Assess participant's readiness and current knowledge of Touch in order to determine session's aims and objectives. 
Develop a plan according to participant's needs and characteristics, relevant legislation, organisational policies and procedures and endorsed standards promoted by Touch. 
Identify safety procedures associated with Touch drills, activities and games according to organisational policies and procedures. 
Select and access location, equipment and resources according to organisational policies and procedures. 
Communicate instructions and relevant information about the intermediate Touch session in a manner appropriate to the participants. 
Encourage participants to seek clarification, information and feedback as required during the session. 
Inform participants of known and anticipated risks, safety procedures, appropriate behaviour and intermediate Touch rules and regulations. 
Establish a suitable communication system to promote team work while participating in drills, activities and games. 
Apply clear and accurate teaching and coaching techniques to impart required knowledge and the requirements of the intermediate skills of Touch to be developed. 
Conduct warm-up and or introductory activities for participants, to reduce the risk of injury. 
Monitor individual participant's performance and maintain effective communication during intermediate Touch drills, activities and games. 
Observe participants during intermediate Touch drills, activities and games, and adjust or refine individual and or group technique as required. 
Allow time for cooling down at the end of the session and inform participants of opportunities to further develop their intermediate Touch skills. 
Provide opportunities for participants to identify their personal progress and satisfaction with the session, and give feedback as required. 
Evaluate relevant aspects of intermediate Touch session and determine the level of learning achieved. 
Identify potential areas of improvement for future intermediate Touch sessions. 

Forms

Assessment Cover Sheet

SISSTOU303A - Teach the intermediate skills of Touch
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

SISSTOU303A - Teach the intermediate skills of Touch

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: