SISSSCO101

Develop and update knowledge of coaching practices.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Establish coaching program requirements.

1.1 Clarify needs and expectations of participants.

1.2 Identify special requirements according to participant needs, including characteristics of junior participants.

1.3 Assess readiness of participants and confirm appropriate developmental goals.

1.4 Identify and assess constraints and risks associated with designing learning programs for participants according to relevant legislation and organisational policies and procedures.

1.5 Determine resources required for delivering the coaching program.

1.6 Select delivery methods to suit group or individual learning needs and participant characteristics.

2. Develop a coaching program.

2.1 Design a coaching program that reflects participant characteristics, provides appropriate sequencing of skill acquisition and is inclusive of all participants.

2.2 Document coaching programs in appropriate detail and required formats.

2.3 Seek agreement on program plan from senior coaches where required.

2.4 Confirm availability of appropriate resources and equipment with senior coaches where required.

3. Deliver the program

3.1 Communicate instructions and relevant information in a manner suitable to participants.

3.2 Analyse individual participant and group progress against program goals and apply appropriate strategies to address performance issues.

3.3 Devise skill development progression and regression activities according to needs of individuals and groups.

3.4 Seek feedback from participants regarding their progress during the program and modify as required.

3.5 Identify risks to participant safety and take action to minimise risk.

3.6 Monitor venue, environment and equipment for availability, damage or deterioration and modify program as required.

4. Facilitate individual and group learning.

4.1 Establish a coaching facilitation relationship with group using appropriate communication and interpersonal skills.

4.2 Initiate relationships with and between learners to foster a positive learning environment.

4.3 Facilitate group dynamics to maintain engagement of all participants and ensure individual and group enjoyment.

4.4 Recognise and manage inappropriate behaviour to maintain effective learning environment according to relevant legislation and organisational policies and procedures.

5. Identify and implement strategies to improve coaching.

5.1 Seek feedback on quality of coaching, and areas for improvement.

5.2 Evaluate personal experience and feedback from others to identify opportunities for improvement.

5.3 Research current and emerging trends in coaching.

5.4 Revise coaching program to incorporate improvements.

Required skills

language and literacy skills to document coaching programs in required detail and formats

communication skills to:

consult with participants and elicit information required to determine appropriate program to meet participant needs

source, interpret and confirm information to inform program planning

convey information about the safe use of equipment to participants

deliver engaging presentations to support coaching

self-management skills to review and reflect on own coaching performance to facilitate personal development

planning and organising skills to:

determine required venues and resources to provide an appropriate and safe learning environment for participants

source, allocate and coordinate resources and equipment necessary for planned coaching program

evaluate and manage risks associated with delivery of the coaching program

problem-solving skills to:

develop sport-specific coaching programs with correct sequencing of learning activities that provide appropriate progression and regression

recognise and accommodate the needs and differences of learners of different ages and varying maturity and ability levels

select coaching styles and methods appropriate to the purpose of the coaching program and characteristics of participants

literacy skills to document session plans

technology skills to access internet and use digital equipment

numeracy skills to support effective time management to structure coaching activities within available timeframes.

Required knowledge

physical, psychological and social characteristics of different participants and related stages for learning and coaching activities to enable the development of appropriate coaching programs

appropriate sequencing of skill development progression and regression activities across coaching sessions suited to individuals and groups

structure of coaching sessions and sequencing sessions in a program

learning principles and delivery methods including those appropriate to junior learners

activity or sport-specific knowledge including rules, technical and tactical fundamentals

sport-specific equipment and resource requirements constraints and options

techniques for the recognition and resolution of inappropriate behaviours to enable safe and inclusive conduct of coaching programs

characteristics of behaviours and abilities which may indicate learner difficulties

risk-analysis processes to enable assessment of the potential impact of planned program on participant safety

evaluation processes to enable improvements to be made to the program

documentation and recording systems

legislation and organisational policies and procedures to enable safe and ethical coaching programming.

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:

design and document multi-session coaching plans to meet the diverse needs of a range of sports participants of differing ages and maturity levels

apply knowledge of participant’s physical and psychological development stage and related learning needs or capacities

assess constraints and risks associated with developing coaching programs

plan coaching programs and methods to deliver appropriate sequencing of skills that are consistent with professional codes of behaviour

deliver, monitor and adjust coaching programs that meet the needs of participants and respond to problems or issues that arise.

Context of and specific resources for assessment

Assessment must ensure:

design of coaching programs relevant to the individual’s current or intended role that are of sufficient breadth to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

information on sports participants characteristics and learning goals

coaching program templates or formats

sporting venue or facility, participants and equipment

resources required for planning and delivery of sports coaching programs.

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:

written or oral questioning to assess knowledge of organisational policies and procedures and legislative requirements when planning coaching

portfolio of coaching programs and documentation

observation of interacting with a range of participants, including conveying information for safe participation

observation of dealing with contingencies, such as the changing availability of equipment or venues

observation of delivering sessions as part of a coaching program

observation of modification of coaching program based on feedback obtained

third-party reports from a supervisor detailing performance.

Guidance information for assessment

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

SISXCAI306A Facilitate groups

sport specific technical units.

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.

Needs and expectationsmay include:

physical

emotional

motivational

psychological

individual

group.

Readiness may include:

growth rates

developmental stages

heat tolerance and hydration

physical ability

skill level

injury and incapacity

developmental stages

social characteristics

attention spans and motivation.

Constraints may include:

access to industry experts

access to sporting facilities and equipment

access to practice opportunities

cost of training

time required

scheduling

numbers and groupings of participants.

Risks may include:

inappropriate facilities or equipment

inadequate equipment or resources

level of challenge and difficulty

inappropriate coaching methods to suit needs and characteristics of learner or learners

overtraining

adverse weather

sport specific injuries

illness

accidents

behaviour of participants

inappropriate activities and instructions.

Relevant legislationmay include:

work health and safety

child protection

anti-discrimination

duty of care

mandatory reporting

negligence

waivers and exclusion clauses

privacy.

Organisational policies and proceduresmay include:

work health and safety

use and maintenance of equipment and resources

time and budget requirements

sporting bodies policies

member protection

codes of behaviour

code of ethics.

Resourcesmay include:

sport-specific facilities or venues

playing fields, courts or pitches

equipment

technology

support personnel

other coaches.

Participant characteristics may include:

age

maturity

gender

physical and psychological development

ability

preferred learning styles

level of prior experience.

Coaching programs may include:

learning outcomes and goals

sequencing of sessions

resource requirements

risk management strategies

duration and focus of sessions

participant’s characteristics and needs

long and medium term learning objectives.

Performance issuesmay include:

incorrect technique

lack of motivation

lack of attention.

Appropriate communicationmay include:

tone and level of voice

clear and concrete presentations

appropriate terminology and language to suit age group

effective verbal and body language

critical listening and questioning skills and techniques

constructive and supportive feedback.

Interpersonal skillsmay include:

establishing trust

building and maintaining rapport

engaging and motivating learners

developing a sense of fun

demonstrating sensitivity to different levels of ability, diversity, disability, culture, gender and ethnic backgrounds

modelling facilitation and learning behaviours

providing encouragement and support.

Inappropriate behaviour may include:

disruptive behaviour

violent or inappropriate language

verbal or physical abuse

bullying

insensitive verbal or physical behaviour towards other learners or the coach

dominant or overbearing behaviour

non-compliance with safety and other instructions.

Feedback may include:

verbal

written

video recording of session

critical questioning and review of personal performance

self-reflection or diary.