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Evidence Guide: SISSSCO411 - Apply self-management to intermediate level coaching

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

 

SISSSCO411 - Apply self-management to intermediate level coaching

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

Assess the broader requirements of a coaching role.

  1. Identify the role of a coach in implementing sports policies.
  2. Identify key personnel that have influence on coaches.
  3. Confirm scope of authority with key personnel in relation to role within sport structure.
  4. Identify professional standards expected of a coach.
  5. Source information on risk management principles and types of insurance available to coaches.
  6. Identify time management strategies.
Identify the role of a coach in implementing sports policies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify key personnel that have influence on coaches.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm scope of authority with key personnel in relation to role within sport structure.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify professional standards expected of a coach.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source information on risk management principles and types of insurance available to coaches.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify time management strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design a professional development plan.

  1. Use evaluation strategies to establish personal professional development objectives.
  2. Review own performance against agreed program objectives and in response to senior coach comments.
  3. Use self-reflection methods to assist the self-evaluation process.
  4. Identify aspects of coaching styles to improve.
  5. Design a professional development plan to enhance performance and build resilience as a coach.
  6. Undertake actions to implement the plan.
Use evaluation strategies to establish personal professional development objectives.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review own performance against agreed program objectives and in response to senior coach comments.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use self-reflection methods to assist the self-evaluation process.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify aspects of coaching styles to improve.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design a professional development plan to enhance performance and build resilience as a coach.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake actions to implement the plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse own coaching performance.

  1. Use appropriate technology and equipment to evaluate performance.
  2. Determine own coaching philosophy suitable for athletes being coached.
  3. Record coaching actions or styles that were particularly effective or to be avoided for future use.
  4. Share and discuss feedback regarding the evaluation and recommended future modifications with support personnel.
  5. Confirm with support personnel any changes to future performances based on outcomes of evaluation process.
  6. Modify professional development plan accordingly.
Use appropriate technology and equipment to evaluate performance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine own coaching philosophy suitable for athletes being coached.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record coaching actions or styles that were particularly effective or to be avoided for future use.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Share and discuss feedback regarding the evaluation and recommended future modifications with support personnel.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm with support personnel any changes to future performances based on outcomes of evaluation process.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modify professional development plan accordingly.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor progress and make modifications to plan.

  1. Determine timing of review of professional development plan.
  2. Identify support personnel to be part of review.
  3. Assess progress towards career objectives and coach requirements of NSO.
  4. Adjust objectives and modify plan based on evaluation outcomes.
Determine timing of review of professional development plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify support personnel to be part of review.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess progress towards career objectives and coach requirements of NSO.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust objectives and modify plan based on evaluation outcomes.

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:

reflect on own performance and career objectives related to coaching to inform the professional development plan

critically analyse own performance using available technology and equipment to identify areas for improvement

demonstrate understanding of role within sport structure and behaviours expected of a coach

communicate effectively with support personnel to gain feedback and information to enhance performance

implement changes to improve the quality of coaching based on formal and informal feedback.

Context of and specific resources for assessment

Assessment must ensure:

identification and application of strategies to enhance coaching performance over a period of time to demonstrate competence and consistency of performance.

Assessment must also ensure access to:

a sport-specific training or competition setting or environment

organisation sports policies

athletes, equipment and facilities and support personnel in a competition setting or environment

a NCAS qualified senior coach or mentor

current NSO rules and regulations and best practice principles for coaches

Australian Sports Commission (ASC) Coach Code of Behaviour.

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 identifying performance deficiencies

oral and or written questioning to assess knowledge of evaluation and self-reflection techniques

observation of receiving feedback

a portfolio containing written reports or diaries, evidence or documentation of oral reports, relevant paperwork and analysis of feedback where required

third-party reports from support personnel detailing coaching professional development.

Guidance information for assessment

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

SISSSCO306 Provide drugs in sport information

SISSSCO307 Provide nutrition information to athletes

SISSSCO308 Support athletes to adopt principles of sports psychology

sport-specific units of competency.

Required Skills and Knowledge

Required skills

communication skills to share and discuss feedback with others

problem-solving skills to:

determine professional development objectives

identify weaknesses or gaps in performance standards

identify strategies to enhance performance

determine performance strengths

self-management skills to respond appropriately to feedback

psychological skills to build resilience as a coach

literacy skills to:

document a professional development plan

read written feedback

technology skills to access and use information and equipment to gather feedback and improve performance.

Required knowledge

coaching philosophies and styles for intermediate level coaching

time management strategies

career pathways and performance standards related to coaching in chosen sport

roles and responsibilities of:

coaches in a sport structure

other personnel in enhancing performance

self-reflection and evaluation methods.

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.

Sports policiesmay include:

member protection

child protection

coaches codes of conduct or behaviour

anti-doping

media

risk management.

Personnelmay include:

administrators

board or committee members

other coaches

media

parents

officials

mentors.

Evaluation strategiesmay include:

reflection on past performance

questioning and discussions

observations

cross-referencing with coaching standards

consultation with other support personnel or specialists

feedback from senior coach or mentor.

Self-reflection methodsmust include:

coaching diary

mentoring

video self-analysis.

Coaching stylesmay include:

friendly and approachable while maintaining a 'professional distance'

directive regarding non-negotiable issues such as safety factors

directive regarding not-negotiable issues

casual

critical friend

motivational

disciplinarian

humorous when appropriate

organised and efficient

supportive and encouraging.

Professional development planmust include:

career objectives

coaching standards or best practice to be met

lifestyle adjustments

psychological approaches

use of mentor or senior coach

use of support personnel

identified deficiencies

strategies to improve performance.

Feedbackmay be:

verbal

written

visual

tactile

informal

formal.

Support personnelmay include:

sport administrators

officials

other coaches

mentors

sports medicine professionals

fitness professionals

accredited practising dietician

psychologist.

physiotherapist

sports scientist.