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Evidence Guide: SISSBSB201A - Teach fundamental basketball skills

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

SISSBSB201A - Teach fundamental basketball skills

What evidence can you provide to prove your understanding of each of the following citeria?

Plan fundamental level basketball sessions.

  1. Identify and assess participants' needs and characteristics to plan tailored basketball sessions.
  2. Identify and assess participants' readiness and current knowledge of basketball to determine sessionaims and objectives.
  3. Develop a plan to meet young participants' needs in accordance with relevant regulations, organisational policies and procedures
  4. Identify risks and incorporate safety procedures to manage the risks associated with fundamental basketball drills, activities and games.
  5. Access and select location, equipment and resources and check to ensure safety and suitability.
Identify and assess participants' needs and characteristics to plan tailored basketball sessions.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify and assess participants' readiness and current knowledge of basketball to determine sessionaims and objectives.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop a plan to meet young participants' needs in accordance with relevant regulations, organisational policies and procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify risks and incorporate safety procedures to manage the risks associated with fundamental basketball drills, activities and games.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Access and select location, equipment and resources and check to ensure safety and suitability.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Brief young participants.

  1. Communicate instructions and relevant information about the fundamental basketball session in a manner understandable to young participants.
  2. Inform participants of known and anticipated risks, safety procedures, responsible, safe and appropriate behaviour and fundamental basketball rules.
  3. Discuss, clarify and establish a suitable communication system to promote teamwork while participating in drills, activities and games.
  4. Advise procedures for dealing with emergency and non-routine situations.
  5. Encourage participants to ask questions and seek feedback during the briefing and the session.
Communicate instructions and relevant information about the fundamental basketball session in a manner understandable to young participants.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Inform participants of known and anticipated risks, safety procedures, responsible, safe and appropriate behaviour and fundamental basketball rules.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss, clarify and establish a suitable communication system to promote teamwork while participating in drills, activities and games.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Advise procedures for dealing with emergency and non-routine situations.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage participants to ask questions and seek feedback during the briefing and the session.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Conduct fundamental level basketball sessions.

  1. Use teaching and coaching techniques appropriate to the needs of young participants to develop players' fundamental basketball skills in attack and defence and to impart required playerknowledge.
  2. Conduct the coaching session according to accepted best practice in basketball coaching and endorsed standards promoted by sporting organisations
  3. Conduct warm-up and introductory activities for participants, to reduce the risk of injury.
  4. Use basketball drills and activities in practice sessions to progress player skills to game situations.
  5. Modify, as required, the game and rules for young players.
  6. Monitor individual participant's performance and maintain effective communication during fundamental basketball drills, activities and games.
  7. Observe participants during fundamental basketball drills, activities and games, and adjust or refine individual or group technique as required.
  8. Allow time for and conduct cool down activities at the end of the session.
Use teaching and coaching techniques appropriate to the needs of young participants to develop players' fundamental basketball skills in attack and defence and to impart required playerknowledge.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Conduct the coaching session according to accepted best practice in basketball coaching and endorsed standards promoted by sporting organisations

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Conduct warm-up and introductory activities for participants, to reduce the risk of injury.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use basketball drills and activities in practice sessions to progress player skills to game situations.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Modify, as required, the game and rules for young players.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor individual participant's performance and maintain effective communication during fundamental basketball drills, activities and games.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Observe participants during fundamental basketball drills, activities and games, and adjust or refine individual or group technique as required.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Allow time for and conduct cool down activities at the end of the session.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Complete post-session responsibilities.

  1. Talk to young participants about opportunities to further develop their fundamental basketball skills.
  2. Provide opportunities for participants to identify their personal progress and satisfaction with the session, and encourage their feedback and questioning.
  3. Evaluate relevant aspects of basketball session and determine the level of learning achieved.
  4. Identify areas of improvement for future fundamental basketball sessions.
Talk to young participants about opportunities to further develop their fundamental basketball skills.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide opportunities for participants to identify their personal progress and satisfaction with the session, and encourage their feedback and questioning.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate relevant aspects of basketball session and determine the level of learning achieved.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify areas of improvement for future fundamental basketball sessions.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

conducts multiple and diverse safe drills, activities and games that reflect the needs and characteristics of a diverse range of junior or beginner participants and are of sufficient duration and breadth to demonstrate competency and consistency of performance

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

observes and monitors the progress of participants and provides constructive feedback and intervention to improve and develop the fundamental skills of basketball

uses basketball drills and activities in practice sessions to progress player skills to game situations

uses and modifies teaching and coaching techniques and 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 access to:

resources and information on participants and location to accurately plan, coach and document basketball sessions for a variety of participants

basketball training and competition facilities

equipment such as basketballs, uniforms, appropriate footwear and baskets with nets and backboards

a group of junior or beginner participants to take part in the basketball sessions

umpires qualified to manage at least a junior, fundamental or beginner's game

support staff and scorers

rules of basketball

current relevant regulations, policies, procedures and codes that apply to coaching in fundamental basketball skills.

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 planning processes, such as such as talking with junior or beginner participants to determine their needs and characteristics

oral or written questioning to assess knowledge of relevant rules, regulations and policies

observation of safe basketball coaching at a fundamental level and monitoring and adjusting activities that meet participant's needs, characteristics and responses

evaluation of portfolio of session plans, player and self-evaluations

evaluation of third-party reports from coaches or umpires detailing performance.

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

SISSBSB202A Teach fundamental basketball tactics and game strategy.

Guidance information for assessment

Required Skills and Knowledge

Required skills

communication skills to:

consult with participants to plan a fundamental basketball session that meets their needs

fully brief participants in all aspects of the session

interact with participants to create a safe and positive team environment

give and receive feedback

literacy skills to:

produce basic written plans for basketball sessions

complete simple written post-session evaluation reports on the quality of player and self participation in the session

complete forms to apply for permission or permits to use a suitable location or court

numeracy skills to manage time within session timeframes when delivering a series of drills, activities and games

problem-solving skills to:

plan suitable basketball sessions according to participant's needs and characteristics

address participant difficulties in developing fundamental skills and techniques

anticipate and respond appropriately to non-routine situations

resolve disputes related to the conduct or outcome of a game

planning and organisational skills to:

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

organise participants into manageable groups for basketball drills, activities and games

analytical skills to:

monitor and evaluate player and self progression

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

teaching and coaching techniques to instil fundamental game sense in young players

personal basketball skills at a fundamental level to demonstrate, explain and break down fundamental skills and techniques to participants

first aid and emergency response skills appropriate to the location.

Required knowledge

regulations that apply to the use of private and public basketball facilities and gyms

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

the existence and basic aspects of occupational health and safety legislation

risks associated with training for and playing basketball and techniques to manage these

emergency response and rescue procedures appropriate for basketball to ensure risk minimisation to self and group

the key content of endorsed standards promoted by sporting organisations

organisational policies and procedures for conducting coaching sessions

the complete content of state or territory, national and international rules applicable to the game of basketball

the on court roles and responsibilities of all basketball positions

the key features of basketball related injuries, a range of physical and motor performance abilities and player fitness levels to analyse the readiness of participants to engage in progressive skills acquisition

formats, styles for and inclusions of basic plans used by basketball coaches and the organisation in particular

the key features and usage of accepted best practice techniques for coaching basketball

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

fundamental basketball skills and specific drills, activities and games that promote progressive skill acquisition in individuals and groups

the principles of game sense for young players

the key characteristics and use of equipment and technological aids used in the development of fundamental basketball skills

the essential elements and appropriate use of communication systems used by players, coaches, support staff and umpires during fundamental basketball drills, activities and games.

Range Statement

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

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 basketball

basketball skills and knowledge of applicable rules

emotional capability to deal with competing in a game

fitness levels and physical capabilities

motor performance factors

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 plan

whole of season skill development plan

session aims and objectives

date, time and duration

location

coach and participant ratios

resources required

equipment required

tailored drills, activities and games

activities to progress playing skills to game situations.

Regulations may relate to:

occupational health and safety (OHS) legislation

permits from land management authorities or local council

authority or permission from basketball clubs or associations

privacy legislation

working with children checks

environmental protection regulations.

Organisational policies and procedures may involve:

risk management

safety

management of players' current or recurring injuries and illnesses

conflict resolution

in game communication procedure

use, care and maintenance of equipment and court

training and scheduling commitments

code of ethics

harassment-free sports policies.

Safety procedures may include:

group management in emergency situations

prevention, symptoms and first aid treatment of common basketball injuries

management of players' current or recurring injuries and illnesses

equipment checking and usage

court safety

safe and clear communication systems.

Drills, activities may involve:

those described in Basketball Australia's Coaching Manuals

developing skills through appropriate sequencing of skills

progressive skill acquisition

breaking down skills

modifying skill drills

coordinated positional plays

warm ups and cool downs.

Games may include:

simulated games to develop fundamental skills

competition games

modified games to meet specific player and team needs

practice matches to develop fundamental skills.

Location may include:

basketball courts:

indoor

outdoor

off court locations such as gyms.

Equipment may include:

basketballs

uniforms

appropriate footwear

stop watches

whistles

cones

baskets with nets and backboards.

Resources may include:

teaching and coaching tools

visual media equipment

food and water

first aid kit.

Relevant information may relate to:

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

exhaustion

dehydration.

Rules may include:

local state or territory

national

international.

Communication system may include:

calls

hand signals

eye signals.

Teaching and coaching techniques may include:

demonstration

explanation

breaking down fundamental skills into components

breaking down drills into components

progressing through and linking skills

monitoring and observing progress

fault detection and correction

assessment of participants' skills

providing positive reinforcement and feedback during and after drills, activities and games.

Fundamental basketball skills may include:

game sense and decision making at a fundamental level

basic body movement with a ball

basic movement without a ball

jumping

efficient running technique

moving the ball:

advanced ball handling

figure 8

crossovers

dribbling

ball wraps

basic passing and receiving:

stationary

moving

"getting the ball" (leading technique)

shooting

one handed shot (guided by other hand)

lay-ups (footwork)

individual defensive skills:

basic defensive stance, footwork ("defensive slide")

channelling a dribbler and "turning" a dribbler

rebounding and blocking out

body position.

Required player knowledge may include:

rules of basketball

organisational policies and procedures and those promoted by sporting organisations

when to apply different basketball skills

role of player positions

basic biomechanical principles

strengths and weaknesses of opposition and own team

equipment selection, use and maintenance

communication systems used in basketball.

Accepted best practice in basketball coaching may include:

positive role modelling

good sportsmanship

preventative practice to minimise safety risks and hazards

positivity when providing constructive feedback on player performance.

Endorsed standards may include:

Australian Sports Commission Harassment-free Sport policy

Basketball Australia's Coaches Code of Ethics

Basketball Australia's Member Protection Policy

Basketball Australia's Junior Sport Framework

Basketball Australia anti-doping policy.

Participant's performance may include:

use of appropriate communication systems

accuracy of skill

team participation

attitude and behaviour

ability to link and use the fundamental skills of basketball.

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.