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Evidence Guide: SISSSCO101 - Develop and update knowledge of coaching practices

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

 

SISSSCO101 - Develop and update knowledge of coaching practices

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

Source and apply general information on coaching general principles.

  1. Identify sources of information to understand the structure and operation of the National Coaching Accreditation Scheme (NCAS).
  2. Access and comprehend NSO sport specific information relevant to coaching in chosen sport.
  3. Identify a range of sources of information to update knowledge of coaching.
Identify sources of information to understand the structure and operation of the National Coaching Accreditation Scheme (NCAS).

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access and comprehend NSO sport specific information relevant to coaching in chosen sport.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify a range of sources of information to update knowledge of coaching.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source and apply information on legal and ethical issues that impact on coaching.

  1. Obtain information on legal obligations and legal issues affecting coaches.
  2. Obtain information on ethical responsibilities and ethical issues affecting coaches.
  3. Identify sport specific risks and principles of risk management that can be incorporated into coaching.
  4. Identify the relevant requirements of the NSO Member Protection Policy that apply to a coach in that sport.
  5. Analyse information to determine own specific responsibilities as a coach.
Obtain information on legal obligations and legal issues affecting coaches.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain information on ethical responsibilities and ethical issues affecting coaches.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify sport specific risks and principles of risk management that can be incorporated into coaching.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the relevant requirements of the NSO Member Protection Policy that apply to a coach in that sport.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse information to determine own specific responsibilities as a coach.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop coaching practices.

  1. Identify the roles and responsibilities of coaches and support personnel according to specific sport or activity skills and best practice principles.
  2. Determine coaching styles appropriate to competition and participation.
  3. Obtain information on game centred and technique centred approaches to coaching.
  4. Identify a range of strategies to apply information sourced to role as a coach.
Identify the roles and responsibilities of coaches and support personnel according to specific sport or activity skills and best practice principles.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine coaching styles appropriate to competition and participation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain information on game centred and technique centred approaches to coaching.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify a range of strategies to apply information sourced to role as a coach.

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 ability to:

source general coaching information and apply this to role as a coach for a specific sport

acquire general knowledge of the NCAS and the role of NSOs

develop an understanding of the key legal obligations and ethical issues related to role as a coach for a specific sport, including member protection and risk management

identify coaching styles, approaches and practices appropriate to the needs of different participants.

Context of and specific resources for assessment

Assessment must ensure:

knowledge of legal and ethical coaching practices as they relate to the individual’s current or intended sport.

Assessment must also ensure access to:

appropriate communication technology, to facilitate the processes involved in sourcing coaching information

to information sources in order to conduct research and collect sufficient information

NSO sport specific rules, regulations and requirements for coaches for individual’s chosen sport

NCAS information and ASC Coaches code of behaviour

plain English documents that describe key legislation and ethical responsibilities related to coaching

specific sport or activity best practice principles, rules, policies and regulations related to coaching.

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:

oral or written questioning to assess knowledge of legal and ethical responsibilities of a coach

projects to research differing aspects of coaching and delivery of the sourced information in a brief written or oral presentation

case studies and problem-solving exercises to assess application of knowledge to different situations and contexts

written and oral questioning or interview to test knowledge the key content of legislation and industry codes of behaviour

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:

SISSSCO202 Coach beginner or novice participants to develop fundamental motor skills.

Required Skills and Knowledge

Required skills

research skills to identify, interpret and sort relevant information

communication skills including active listening and questioning to obtain information and to provide a summary of information

literacy skills to read and comprehend the content of plain English information documents about legal and ethical issues, industry accreditation schemes and codes of behaviour

problem-solving skills to identify methods of incorporating risk management principles into sport specific coaching duties.

Required knowledge

structure and function of the NCAS

current sport specific rules, lawsand regulations, best practice codes and principles

NSO requirements for coaches, including member protection

legal liability and duty of care

ethical responsibilities of a coach

state and territory specific requirements for working with children

industry best practice equipment and safety requirements, including risk management principles

organisational policies and procedures to enable all coaching activities

coaching styles and practices applicable to a range of ages and learning abilities.

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.

Sources of informationmay include:

formal and informal research

media

reference books

legislation or plain English publications describing the law and responsibilities to comply

Australian Sports Commission (ASC)

libraries

NSOs

industry journals

internet

informal discussions and networking with officials

industry seminars

training courses

participation in industry accreditation schemes

industry codes of behaviour or ethics.

Sport specific information may include:

codes of practice for coaches

policies and procedures related to:

risk management

equipment:

availability

standard

maintenance

ratio of coach to participants

provision of first aid

facilities and location

security:

participants

support personnel

environment

property.

Legal obligationsmay include:

unsafe equipment

injuries

illness

unlawful behaviour of participants, coach, instructor or support personnel

suspected physical or sexual abuse

improper use of information.

Legal issues may include:

unsafe equipment

injuries

illness

unlawful behaviour of participants, coach, instructor or support personnel

suspected physical or sexual abuse

improper use of information.

Ethical responsibilitiesmay include:

bullying

physical, verbal and sexual harassment

physical, verbal and sexual abuse

inappropriate relationships

drugs in sport

inclusive practices

cheating

reporting ethical breaches

maintaining professional standards of behaviour

responding appropriately to participants, support personnel and parents or guardians.

Ethical issues may include:

inappropriate behaviour of participants, coaches, instructors and support personnel

cheating

relationships between participants and coaches or instructors

coach as role model regarding social drug use

bullying

dealing with non payment of fees

dealing with difficult supporters or parents.

Risksmay include:

sport or activity-specific injuries

illness

adverse weather

accidents

hazardous objects

inappropriate facilities or equipment

level of challenge or difficulty

insufficient supervision resulting in injury

inappropriate behaviour resulting in injury.

Principles of risk management may include:

relevant activity specific safety requirements (including personal protective equipment)

injury prevention

risk identification and hazard control

risk minimisation

medical conditions and clearances

safety requirements for spectators and support personnel

adequate supervision and ratios

record keeping of participant history

emergency incident procedures.

Support personnel may include:

administrators and managers

other coaches or instructors

assistants

volunteers

officials

sports scientists

medical and allied health professionals

parents and guardians.

Sport or activity skills may include:

physical or motor skills

tactical or mental skills

a combination of physical and tactical, forming a sequence of skills.

Best practice principles may include:

sport or activity-specific codes of behaviour and policies

the ASC Coach Code of Behaviour

organisation sport specific codes of behaviour

national sport or activity organisation regulations and guidelines

relevant national, state, territory or local government regulations and guidelines

employer organisation's policies and procedures

the culture of the sport or activity

accepted or expected preventative practices adopted by self or peers to minimise safety hazards and risks in the same or similar situations

current and past good practice demonstrated by self or peers in the same or similar situation.

Coaching stylesmay range from direct to indirect and include:

friendly and approachable while maintaining a 'professional distance'

directive regarding non-negotiable issues such as safety factors

casual

critical friend

motivational

disciplinarian

humorous when appropriate

organised and efficient

supportive and encouraging.

Game centred refers to:

learners playing the game (modified or mini) as the central organisational feature

modified activities that emphasise specific tactics.

Technique centred refers to:

skills are presented in a gradual fashion with successful repetition as a key objective

skills facilitate development of movement patterns from elementary to mature, then applied to the game.