This unit applies to those coaching sessions or programs for a range of sports or activities. This may include those coaching sports such as tennis, basketball or rugby in training and or competition settings such as courts and fields.

Nil

ELEMENT

PERFORMANCE CRITERIA

1. Apply legal responsibilities to coaching.

1.1. Identify legal responsibilities according to sport or activity requirements, participants and organisational policies and procedures.

1.2. Analyse the application of sport or activity-specific legal responsibilities to own role as a coach.

1.3. Develop strategies to manage possible legalissues and risks associated with coaching.

2. Apply ethical responsibilities to coaching or instruction.

2.1. Identify ethical responsibilities according to sport or activity requirements, participants and organisational policies and procedures.

2.2. Analyse the application of sport or activity-specific ethical responsibilities to own role as coach or instructor.

2.3. Develop strategies to manage possible ethical issues associated with coaching or instruction.

3. Develop coaching practices.

3.1. Identify the roles and responsibilities of coaches and support personnel according to specific sport or activity skills and best practice principles.

3.2. Determine coaching styles appropriate to the sport or activity and ensure interaction with participants and support personnel is professional.

3.3. Access relevant information according to organisational policies and procedures, and sport or activity rules, policies and regulations.

3.4. Prepare and implement session plans according to the specific skill development requirements, legal and ethical responsibilities and participant's needs and learning styles.

3.5. Provide a model of good practice to participants and support personnel.

Required skills

planning and organisation skills to ensure sports or activities are structured appropriately and are compliant with legal and ethical standards

communication and interpersonal skills to:

support coaching roles and responsibilities

clearly convey information about skills and safety aspects

interact with participants and support personnel in a professional and ethical manner

literacy skills to:

research legal and ethical responsibilities

interpret relevant information and prepare session plans

problem-solving skills to:

analyse the effectiveness of coaching styles and make appropriate modifications where necessary

anticipate and respond appropriately to non-routine situations and potential risks.

Required knowledge

legal responsibilities and organisational policies and procedures to enable all coaching activities to be conducted safely and ethically

sport or activity rules, policies and regulations and best practice codes and principles to support legal, ethical and professional practice

locations or facilities to assist in the planning process and enable management of potential risks and any special restrictions that may apply

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

principles of growth, development and learning styles to enable the selection and sequencing of appropriate activities for different needs and preferences.

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:

carries out coaching role in a professional manner according to organisational policies and procedures, legal and ethical standards and sport or activity-specific codes of conduct

anticipates legal and ethical issues that may arise during sport or activities, and manages these appropriately according to legal requirements and sport or activity codes of conduct

determines coaching styles appropriate to the needs of participants and develops session plans according to best practice principles and specific rules, policies and regulations.

Context of and specific resources for assessment

Assessment must ensure application of legal and ethical coaching practices as they relate to the candidate's current or intended sport.

Assessment must also ensure access to:

resources and information regarding legal and ethical information and organisational policies and procedures

specific sport or activity best practice principles, rules, policies and regulations, and information outlining the skills to be developed

participants to take part in the specific sport or activity

equipment and suitable location or facility to coach or instruct the sport or activity.

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 legal and ethical responsibilities of a coach or instructor

observation of safe coaching activities, including management of potential legal or ethical issues

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:

SISSCGP304A Coach junior sports players.

Guidance information for assessment

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.

Legal responsibilities may include:

occupational health and safety

equal opportunity

anti discrimination

fair trading practices

duty of care

negligence

waivers and exclusion clauses

insurance

working with children

mandatory reporting

disability discrimination

racial vilification and harassment

racial discrimination

privacy and confidentiality

principles of natural justice.

Sport or activity requirements may include:

equipment:

availability

standard

maintenance

ratio of coach to participants

provision of first aid

facilities and location

security:

participants

support personnel

environment

property.

Participants may include:

experienced or inexperienced

adults

children

infants

school or youth groups

club members and general public.

Organisational policies and procedures may include:

occupational health and safety

access and storage of information

confidentiality

conflict resolution

communication protocols

use and maintenance of equipment and facilities

hygiene practices

code of ethics.

Strategies may include:

elimination plans

risk management plan

adequate supervision and ratios

knowledge of participants backgrounds

record keeping

ongoing evaluation of potential issues or risks.

Legal issues may include:

unsafe equipment

injuries

illness

unlawful behaviour of participants, coach, instructor or support personnel

suspected physical or sexual abuse

improper use of information.

Risks may include:

sport or activity-specific injuries

illnesses

collisions

accidents

hazardous objects

insufficient supervision resulting in injury

inappropriate behaviour resulting in injury.

Ethical responsibilities may include:

bullying

physical, verbal and sexual harassment

physical, verbal and sexual abuse

inappropriate relationships

drugs in sport

cheating

reporting ethical breaches

maintaining professional standards of behaviour

responding appropriately to participants, support personnel and parents or guardians.

Ethical issues may include:

inappropriate behaviour of participants, coaches, instructors and support personnel

cheating

relationships between participants and coaches or instructors

bullying

dealing with non payment of fees

dealing with difficult supporters or parents.

Support personnel may include:

administrators and managers

other coaches or instructors

assistants

volunteers

sports scientists

health professionals

parents and guardians.

Sport or activity skills may include:

physical or motor skills

tactical or mental skills

a combination of physical and tactical, forming a sequence of skills.

Best practice principles may include:

sport or activity-specific codes of conduct and policies

the Australian Sports Commission Coach's Code of Ethics Policy

coaches or instructor's Codes of Conduct:

State Sport or Activity Education Centres

The National Coaching or Instructor's Accreditation Scheme

Sport or activity-specific national coaching or instructing organisations

the Australian Coaching Council's Coaches Code of Conduct policy

national sport or activity organisation regulations and guidelines

relevant national, state, territory or local government regulations and guidelines

employer organisation's policies and procedures

the culture of the sport or activity

accepted or expected preventative practices adopted by self or peers to minimise safety hazards and risks in the same or similar situations

current and past good practice demonstrated by self or peers in the same or similar situation.

Coaching styles may include:

friendly and approachable

directive regarding not-negotiable issues

casual

critical friend

motivational

disciplinarian.

Relevant information may include:

expectations and aspirations of participants

numbers, ages and gender of participants

previous experience and developmental stage of participants

activity national organisation codes and rules as they apply to the range of participants

support personnel and financial resources

cultural and political influences

involvement and interest of parents

length and number of sessions

equipment

precautions and other health and safety information.

Rules, policies and regulations may include:

relevant national sport or activity organisation's rules, policies and procedures

current edition of the relevant rules for a specific sport or activity.

Session plans may include:

aims or objectives

date, time and duration

location

coach and participant ratios

resources and equipment

drills, activities, games and competitions

safety requirements.

Learning styles may include:

auditory

kinaesthetic

visual

sensory.

Model of good practice may include:

personal behaviours

dress

speech.

Unit sector

Sport

This unit contains employability skills.