Plan and implement high performance training and recovery programs Evidence Guide

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Evidence Guide: SISSSCO513 - Plan and implement high performance training and recovery programs

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

SISSSCO513 - Plan and implement high performance training and recovery programs

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

Assess athlete ability to meet the demands of high-level performance.

Identify requirements of high-level performance for the athlete’s sport.
Use approved assessment methods appropriate to demands of participation in the activity to assess athlete fitness and skill levels.
Measure, record and evaluate data obtained from assessment activities against current identified demands of participation.
Establish high-performance athlete aims and priorities for the training program.
Establish agreed program needs and objectives.

Identify requirements of high-level performance for the athlete’s sport.

Completed
Date:

Teacher:

Evidence:

Use approved assessment methods appropriate to demands of participation in the activity to assess athlete fitness and skill levels.

Completed
Date:

Teacher:

Evidence:

Measure, record and evaluate data obtained from assessment activities against current identified demands of participation.

Completed
Date:

Teacher:

Evidence:

Establish high-performance athlete aims and priorities for the training program.

Completed
Date:

Teacher:

Evidence:

Establish agreed program needs and objectives.

Completed
Date:

Teacher:

Evidence:

Plan a training and recovery program to meet athlete requirements.

Investigate current national and international trends and innovations in high performance training program design.
Implement principles of high performance training program design to meet identified needs of athlete and high-performance objectives of the sport.
Consider competition requirements and align competition opportunities within training program.
Incorporate cross training opportunities where appropriate.
Incorporate principles of recovery into training program design.
Identify and select equipment and resource requirements for each stage of the program.
Include evaluation methods to monitor training program.
Schedule and document all aspects of training program.

Investigate current national and international trends and innovations in high performance training program design.

Completed
Date:

Teacher:

Evidence:

Implement principles of high performance training program design to meet identified needs of athlete and high-performance objectives of the sport.

Completed
Date:

Teacher:

Evidence:

Consider competition requirements and align competition opportunities within training program.

Completed
Date:

Teacher:

Evidence:

Incorporate cross training opportunities where appropriate.

Completed
Date:

Teacher:

Evidence:

Incorporate principles of recovery into training program design.

Completed
Date:

Teacher:

Evidence:

Identify and select equipment and resource requirements for each stage of the program.

Completed
Date:

Teacher:

Evidence:

Include evaluation methods to monitor training program.

Completed
Date:

Teacher:

Evidence:

Schedule and document all aspects of training program.

Completed
Date:

Teacher:

Evidence:

Implement the program.

Explain and demonstrate safe performance of exercises and activities.
Explain and demonstrate safe use of equipment according to manufacturer instructions.
Use motivation techniques to enhance athlete performance.

Explain and demonstrate safe performance of exercises and activities.

Completed
Date:

Teacher:

Evidence:

Explain and demonstrate safe use of equipment according to manufacturer instructions.

Completed
Date:

Teacher:

Evidence:

Use motivation techniques to enhance athlete performance.

Completed
Date:

Teacher:

Evidence:

Monitor and adjust the training and recovery program.

Monitor and modify athlete progress in consultation with support personnel.
Identify errors, potential problems and areas for improvement in performance and communicate these with athlete.
Monitor skill performance, physical performance and athlete wellbeing throughout training program and adapt coaching methods and instructional styles where applicable.
Adjust sessions or training program according to results of monitoring.
Provide feedback to athlete to improve performance.
Evaluate training and recovery program according to methods outlined in plan and in consultation with athlete and support personnel.
Identify symptoms of negative adaptation.
Refer athletes who have symptoms of negative adaptation to relevant support personnel.

Monitor and modify athlete progress in consultation with support personnel.

Completed
Date:

Teacher:

Evidence:

Identify errors, potential problems and areas for improvement in performance and communicate these with athlete.

Completed
Date:

Teacher:

Evidence:

Monitor skill performance, physical performance and athlete wellbeing throughout training program and adapt coaching methods and instructional styles where applicable.

Completed
Date:

Teacher:

Evidence:

Adjust sessions or training program according to results of monitoring.

Completed
Date:

Teacher:

Evidence:

Provide feedback to athlete to improve performance.

Completed
Date:

Teacher:

Evidence:

Evaluate training and recovery program according to methods outlined in plan and in consultation with athlete and support personnel.

Completed
Date:

Teacher:

Evidence:

Identify symptoms of negative adaptation.

Completed
Date:

Teacher:

Evidence:

Refer athletes who have symptoms of negative adaptation to relevant support personnel.

Completed
Date:

Teacher:

Evidence:

Manage competitive or performance events during the program.

Address relevant competitive and or performance strategies, tactics and support needs.
Continually monitor high-performance athlete condition throughout competition events to determine factors that affect performance.
Implement changes according to results of monitoring.

Address relevant competitive and or performance strategies, tactics and support needs.

Completed
Date:

Teacher:

Evidence:

Continually monitor high-performance athlete condition throughout competition events to determine factors that affect performance.

Completed
Date:

Teacher:

Evidence:

Implement changes according to results of monitoring.

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: assess athlete needs and develop and implement a training program to meet objectives for high-performance situations in line with current trends, innovations and best practice principles of the sport plan training sessions that meet athlete expectations, comply with legislative and organisation requirements, and allow the individual to demonstrate the use of training techniques used during a high-performance training program apply knowledge of anatomy, physiology and biomechanics and principles of recovery to the development of a high-performance training program evaluate and modify the training program according to feedback received and the results of evaluation procedures monitor and manage competitive and or performance situations during a long-term program.
Context of and specific resources for assessment	Assessment must ensure: development and implementation of multiple high-performance training programs that are of sufficient duration and breadth to demonstrate competency and consistency of performance. Assessment must also ensure access to: an environment with appropriate facilities, equipment and materials a range of athletes with real or simulated training goals documentation such as athlete performance history and manufacturer specifications for equipment use.
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 preparing and planning for a long-term training program, including the assessment of athletes observation of interacting with a range of athletes, including conveying information for safe participation in training program sessions and monitoring the use of equipment oral and or written questioning to assess knowledge of the body systems being developed through the implementation of a range of exercises portfolio of training plans and evaluation measures third-party reports from a supervisor detailing appropriate work performed by the individual.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: SISSSCO304 Customise coaching for athletes with specific needs SISXCAI305A Conduct individualised long-term training programs.

Required Skills and Knowledge

Required skills

communication skills to:

ensure requirements of athletes are understood and included in planning

ensure aspects of a training program are understood and agreed upon by the athletes

planning and organising skills to enable the planning of a high-performance training program to meet identified athlete needs

literacy and numeracy skills to effectively schedule, document and evaluate results of high-performance training programs

research skills to obtain information on trends, innovations and best practice principles of the sport and high-performance training methods

teamwork skills to:

coach and motivate an individual in a high-performance training program

liaise effectively with support personnel.

Required knowledge

relevant activity or sport-specific knowledge, including rules and regulations, to coach the skills being included in the training program

advanced principles of skill acquisition in order to plan and deliver high-performance training programs to meet identified needs

anatomy, physiology and biomechanics to enable effective and safe planning and implementation of high-performance training programs, including:

type and the structure of joints as they relate to joint mobility, joint integrity and risk of injury

major muscles, their actions, and the role of muscles during contraction

structure and function of the musculoskeletal system

structure of the cardio–respiratory system and the relationship between exercise intensity and circulatory and ventilation responses

organisational policies and procedures to enable the safe and appropriate conduct and recording of long-term training programs and maintain confidentiality of participant information

National Sporting Organisation (NSO) best practice principles

equipment manufacturer information and organisational requirements to enable the safe and effective use of exercise and training equipment.

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.
Requirements of high-level performance may include:	physiological and fitness targets psychological targets tactical and strategic approaches skill performance or technique development targets competition or performance targets.
Assessment methods may include:	performance in the activity tests of skills, techniques, tactics and strategies tests of psychological and physiological readiness.
Demands of participation may include:	psychological and physiological skills techniques tactics strategies.
Principles of high performance training program design may include:	specificity progressive overload rest and recovery reversibility frequency intensity duration periodisation tapering peaking individuality and maintenance.
Competition opportunities may include:	leagues local pre-season regional national state benchmark international events.
Cross training may include:	land based complementary activities water based fitness and recovery activities.
Principles of recovery may include:	training stimulus adaptation tapering training volume and intensity planning for recovery.
Equipment may include:	cardiovascular free weight hydraulic exercise balls sport specific bars steps bands resistance pin-loaded electronically-braked air-braked pool-based.
Resource requirements may include:	ratio of coaches to athletes ratio of equipment to athletes equipment time finance transport accommodation.
Evaluation methods may include:	fitness assessments lab assessments discussions training and competition performances training diaries.
Motivation techniques may include:	goal setting positive feedback.
Support personnel may include:	classifiers disability specific sport administrators team managers gear stewards other coaches competition managers facility managers fitness professionals officials sports physician sports trainer sports doctor parent or guardian physiotherapist accredited exercise physiologist sports scientist remedial massage therapist accredited practising dietician psychologist.
Athlete wellbeing may include:	injury status psychological status emotional status general self-esteem anger and or stress management detraining health self-discipline.
Monitoring may include:	questioning and discussing observing cross-referencing ongoing functional assessments of performance consulting with other support personnel or specialists.
Competition events may include:	state national international amateur professional.

NTISthis.com

Evidence Guide: SISSSCO513 - Plan and implement high performance training and recovery programs

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

SISSSCO513 - Plan and implement high performance training and recovery programs

Assess athlete ability to meet the demands of high-level performance.

Plan a training and recovery program to meet athlete requirements.

Implement the program.

Monitor and adjust the training and recovery program.

Manage competitive or performance events during the program.

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _