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Evidence Guide: SISSCGP413A - Implement a talent identification program

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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

 

SISSCGP413A - Implement a talent identification program

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

Develop a talent identification system

  1. Determine performance capacities required at elite level competition for the sport or activity in consultation with relevant personnel.
  2. Develop criteria for athlete inclusion in a talent development program according to organisational policies and procedures and relevant sporting benchmarks.
  3. Explain criteria to prospective athletes using appropriate communication strategies.
  4. Encourage the athlete or athletes to voice queries or seek clarification.
  5. Develop testing protocols according to organisational policies and procedures.
Determine performance capacities required at elite level competition for the sport or activity in consultation with relevant personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop criteria for athlete inclusion in a talent development program according to organisational policies and procedures and relevant sporting benchmarks.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain criteria to prospective athletes using appropriate communication strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage the athlete or athletes to voice queries or seek clarification.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop testing protocols according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement testing and evaluation to determine suitability

  1. Administer testing protocols according to organisational policies and procedures.
  2. Apply criteria to evaluate athlete performance and behaviour according to organisational policies and procedures.
  3. Analyse and document test results and select athletes for inclusion into the program.
  4. Implement appropriate counselling strategies for unsuccessful athletes utilising communication approaches appropriate to the needs of the athlete.
  5. Identify and document an action plan in consultation with successful athletes regarding future sporting goals.
Administer testing protocols according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply criteria to evaluate athlete performance and behaviour according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse and document test results and select athletes for inclusion into the program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement appropriate counselling strategies for unsuccessful athletes utilising communication approaches appropriate to the needs of the athlete.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and document an action plan in consultation with successful athletes regarding future sporting goals.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Devise and implement talent development programs

  1. Develop and document a talent development program in consultation with relevant personnel according to organisational policies and procedures.
  2. Select strategies for implementing the talent development program according to athlete's needs and organisational policies and procedures.
  3. Discuss and confirm the training program with selected athlete or athletes according to organisational policies and procedures.
  4. Implement and monitor a talent development program according to organisational policies and procedures.
Develop and document a talent development program in consultation with relevant personnel according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select strategies for implementing the talent development program according to athlete's needs and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss and confirm the training program with selected athlete or athletes according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement and monitor a talent development program according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the effectiveness of the talent identification and development programs

  1. Analyse the performance of the athlete or athletes in competition situations
  2. Determine and document the number of selected athlete or athletes who stay in the program.
  3. Identify reasons why athletes leave the program.
  4. Assess the effectiveness of the talent identification and development program in identifying and developing talented athlete or athletes.
  5. Make modifications to the talent identification and development program in consultation with the athlete or athletes and other relevant personnel.
Analyse the performance of the athlete or athletes in competition situations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine and document the number of selected athlete or athletes who stay in the program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify reasons why athletes leave the program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the effectiveness of the talent identification and development program in identifying and developing talented athlete or athletes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make modifications to the talent identification and development program in consultation with the athlete or athletes and other relevant personnel.

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:

works with appropriate personnel to develop a non discriminatory and systematic approach to identifying and developing talented athletes at the elite level of the relevant sport in response to the objectives and performance requirements of the sport

develops testing criteria and conducts testing to select suitable athletes according to criteria and adopts communication strategies appropriate to the information needs of candidates to convey information clearly and accurately within relevant timeframes and to counsel unsuccessful athletes

develops, implements, monitors and evaluates talent development programs and applies contingency management techniques to deal with issues that may arise during implementation and review of the program.

Context of and specific resources for assessment

Assessment must ensure participation in multiple interactions with support personnel and athletes that involve the provision and discussion of information relating to talent identification programs and implements, monitors and reviews talent identification and development programs which are of sufficient breadth and duration to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

a coaching setting including athletes participating in activities or competitions and relevant sport personnel

equipment and facilities to conduct testing to determine suitability and implement a talent development program

sport specific benchmarks for elite performance

sources of information about requirements of specific sports and activities in relation to performance capabilities at an elite level.

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 appropriate personnel and potential candidates to provide information about talent identification testing systems

observation of implementation and monitoring of a talent development program

oral or written questioning to assess the application of sports science principles to identifying elite performance

portfolio containing evidence of a documented talent development program

third-party reports from a supervisor detailing work performance.

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

SISXCAI305A Conduct individualised long-term training programs

Guidance information for assessment

Required Skills and Knowledge

Required skills

communication skills to:

convey information to athletes about talent identification processes and talent development programs

build collaborative relationships with potential program partners

provide feedback and support to non successful athletes

respond to athlete feedback and queries about talent identification initiatives

literacy skills to analyse, interpret and document test results and action plans with the athlete or athletes

problem-solving skills to:

develop criteria to match elite performance level requirements

decide on selection of athletes who meet criteria

evaluate the impact of talent development programs on supporting elite performance

identifying problems or issues affecting program completion and adjusting programs to better develop talented athletes

self management skills to seek and respond to feedback from athletes to improve the effectiveness of talent identification and development initiatives.

Required knowledge

elite level competition performance requirements for the specific sport or activity

characteristics associated with elite performance in an athlete to enable potential athletes to be accurately identified and further developed

protocols for conducting physical and physiological testing to enable the selection of suitable athletes

sports science principles including biomechanics, physiology and psychology to enable accurate testing to determine levels of elite performance in athletes and understanding of development and progress during participation in the program

trends in participation in the sport to enable the promotion of talent development programs to raise the sport's profile

organisational policies and procedures to enable programs to be conducted responsibly and professionally.

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.

Performance capacities may include:

morphological

physiological

tactical

psychological

sociological

skill execution.

Relevant personnel may include:

sporting bodies

coaches

trainers

potential sponsors.

Selection criteria may include:

past performances

goals and or aspirations

eligibility

age

support structures

psychological state

sociological observation

skills execution

sporting benchmarks.

Athlete or athletes may include:

beginner through to high performance level competitors

female or male

children

those with or without a disability or special needs.

Organisational policies and procedures may include:

equal opportunity

right of appeal

selection procedures.

Testing protocols may include:

broad based physical and physiological testing

sport specific physical and physiological testing

psychological testing

benchmarks for performance

testing timeframes.

Talent development programs may include:

technical skills development

strength and fitness training

game analysis and tactical development

participation in local, national and international tournaments

mental coaching

sports psychology and motivation

athlete education.