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Evidence Guide: SISSCGP411A - Work with officials

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

 

SISSCGP411A - Work with officials

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

Develop strategies to promote effective working relationships with officials.

  1. Identify key officials for the relevant sporting activity or competition.
  2. Consult with officials to plan strategies to resolve key competition or activityissues according to organisational policies and procedures.
  3. Select methods for implementing strategies according to organisational policies and procedures.
  4. Identify communication techniques which are appropriate to the needs of officials and the competition or activity.
Identify key officials for the relevant sporting activity or competition.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with officials to plan strategies to resolve key competition or activityissues according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select methods for implementing strategies according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify communication techniques which are appropriate to the needs of officials and the competition or activity.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies to develop working relationships with officials.

  1. Communicate with officials to establish the most relevant strategies for the situation.
  2. Implement strategies in activity-specific setting according to organisational policies and procedures.
  3. Maintain working relationships with officials according to organisational policies and procedures.
Communicate with officials to establish the most relevant strategies for the situation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement strategies in activity-specific setting according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain working relationships with officials according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate relationships with officials.

  1. Consult with officials to assess the effect of the strategies in facilitating effective relationships with officials.
  2. Make modifications to the strategies in consultation with officials and athletes.
Consult with officials to assess the effect of the strategies in facilitating effective relationships with officials.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make modifications to the strategies in consultation with officials and athletes.

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:

interacts with relevant sports officials according to knowledge and expectations of roles and responsibilities as well as developing and implementing organisational strategies to facilitate a professional and effective working relationship with officials

uses effective communication techniques to consult with officials and develops trust and confidence in dealings with sports officials

applies a continuous improvement approach to evaluate relationships with sports officials and recommend potential improvements.

Context of and specific resources for assessment

Assessment must ensure participation in multiple interactions with sports officials relevant to the candidate's current or intended work role to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

relevant sports officials

a coaching setting including athletes participating in activities or competitions

organisational policies and procedures in relation to interacting with officials.

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 interaction with sports officials in forming and maintaining effective working relationships

oral or written questioning to assess knowledge of the functions and responsibilities of sports officials

third-party reports from a supervisor detailing work performance over multiple applications.

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

relevant sport-specific coaching units of competency.

Required Skills and Knowledge

Required skills

communication skills to:

consult with officials to develop and assess strategies to build rapport

resolve activity or competition issues professionally

use communication techniques appropriate to the needs of officials

problem-solving skills to identify issues in relationships with officials and implement measures to improve working relationships.

Required knowledge

organisational policies and procedures to enable the development of effective relationships and professional conduct of competitions and activities

relevant activity or sport-specific knowledge in order to work effectively with officials and understand and discuss decisions made by officials

roles and responsibilities of officials within an activity or sport in order to understand how and why officiating decisions are made.

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.

Officials may include:

referees

judges

umpires

scorers.

Strategies may include:

communication processes

clarifying roles and responsibilities

negotiation of best possible outcome for athletes

discussion of decisions made by officials

questioning and clarification of decisions

promotion of protocols.

Competition or activity issues may include:

the role of the captain in dealing with on-field officials

disputes and protests (processes and procedures)

pre- and post-competition communication

communication between athletes, coaches and officials

the officials' duty of care

coach and official relationships

interpretation of the laws and rules that govern the sport or activity.

Organisational policies and procedures may include:

occupational health and safety

duty of care

conflict resolution procedures

communication protocols

mediation

protocols on criticism of officials.

Athletes may include:

beginner through to high performance level competitors

female or male

children

those with or without a disability or special needs

those with or without social disadvantage

minority ethnic and cultural groups.