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
What evidence can you provide to prove your understanding of each of the following citeria?
Develop a coaching session plan for junior players.
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Assess readiness of junior players to enable the design of appropriate coaching session plans. Completed |
Evidence:
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Identify and asses constraints and risks associated with delivering the coaching session. Completed |
Evidence:
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Identify and confirm resources required for the coaching session and any specific learner support requirements. Completed |
Evidence:
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Select delivery methods according to group and individual learning needs and junior player characteristics. Completed |
Evidence:
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Develop and document session plans according to relevant legislation, organisational policies and procedures and sport-specific codes of conduct. Completed |
Evidence:
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Deliver coaching sessions.
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Apply coaching methods appropriate to the needs of junior players and the requirements of the skills to be developed. Completed |
Evidence:
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Present, sequence and pace information according to the needs of junior players and the session timeframes. Completed |
Evidence:
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Apply communication and presentation skills that are suited to the learning needs of junior players. Completed |
Evidence:
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Analyse individual and group progress and apply appropriate corrective strategies to address performance issues. Completed |
Evidence:
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Devise skill development progression and regression activities according to the needs of individuals and groups. Completed |
Evidence:
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Facilitate individual and group learning.
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Establish a coaching facilitation relationship with the group using appropriatecommunication and interpersonal skills. Completed |
Evidence:
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Initiate relationships with and between learners to foster a positive learning environment. Completed |
Evidence:
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Facilitate group dynamics to maintain engagement of all participants and ensure individual and group enjoyment. Completed |
Evidence:
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Apply observation skills to monitor individual and group progress. Completed |
Evidence:
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Recognise and manage inappropriate behaviour to maintain an effective learning environment according to relevant legislation and organisational policies and procedures. Completed |
Evidence:
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Identify and implement strategies to improve the coaching session.
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Seek feedback from relevant stakeholders on quality of coaching, and areas for improvement. Completed |
Evidence:
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Evaluate personal experience and feedback from others to identify opportunities for improvement. Completed |
Evidence:
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Revise coaching sessions to incorporate improvements. Completed |
Evidence:
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