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Evidence Guide: SISSSOF307 - Coach 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

 

SISSSOF307 - Coach officials

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

Prepare to coach officials.

  1. Identify key aspects of the current officiating environment by consulting with key stakeholders.
  2. Confirm participant eligibility, motivation and officiating career goals and assess readiness to acquire skills.
  3. Select the particular officiating skills to be developed.
  4. Ensure health and safety requirements, presentation and equipment are in line with organisational policies and procedures.
  5. Select components of the official’s development program.
  6. Identify appropriate professionals to assist with design and implementation of training and recovery program for officials.
Identify key aspects of the current officiating environment by consulting with key stakeholders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm participant eligibility, motivation and officiating career goals and assess readiness to acquire skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select the particular officiating skills to be developed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure health and safety requirements, presentation and equipment are in line with organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select components of the official’s development program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify appropriate professionals to assist with design and implementation of training and recovery program for officials.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct drills and activities to develop officiating skills.

  1. Prepare a session plan and allocate sufficient space and resources for the activities.
  2. Confirm that environment, facilities and equipment meet organisational requirements.
  3. Select and use a range of coaching styles and teaching methods to transfer skills and knowledge.
  4. Undertake observation with minimal disruption to activities.
  5. Observe officials skill execution and apply correction techniques to improve the skill on an individualised and/or group basis.
  6. Explain and demonstrate specific skills to be coached.
  7. Apply strategies to maintain group control to ensure safety and enjoyment of the individual and group.
  8. Provide feedback in a constructive and supportive manner.
Prepare a session plan and allocate sufficient space and resources for the activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm that environment, facilities and equipment meet organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and use a range of coaching styles and teaching methods to transfer skills and knowledge.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake observation with minimal disruption to activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe officials skill execution and apply correction techniques to improve the skill on an individualised and/or group basis.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain and demonstrate specific skills to be coached.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply strategies to maintain group control to ensure safety and enjoyment of the individual and group.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback in a constructive and supportive manner.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare officials for competition.

  1. Prepare officials at an appropriate motivational and psychological level for competition.
  2. Ensure appropriate administrative requirements are advised to the official prior to competition.
  3. Prepare an officiating plan in consultation with the official.
Prepare officials at an appropriate motivational and psychological level for competition.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure appropriate administrative requirements are advised to the official prior to competition.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare an officiating plan in consultation with the official.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse official’s competition performance.

  1. Observe officials performance and record key officiating aspects of performance.
  2. Identify any performance problems or difficulties.
  3. Analyse officiating performance against NSO and International Federation (IF) standards.
  4. Conduct debriefing session with officials following competition using effective communication strategies.
  5. Identify ways to rectify performance problems or difficulties and develop relevant coaching strategies to enhance officiating performance.
Observe officials performance and record key officiating aspects of performance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify any performance problems or difficulties.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse officiating performance against NSO and International Federation (IF) standards.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct debriefing session with officials following competition using effective communication strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify ways to rectify performance problems or difficulties and develop relevant coaching strategies to enhance officiating performance.

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:

interpret relevant rules, regulations and competition requirements to coach officials according to NSO and IF requirements

apply effective planning and organisation skills to deliver sessions to improve technical skills

use a range of coaching styles and teaching methods to transfer skills and knowledge to officials

observe and monitor the progress of the officials and provide feedback objectively within required time frames about performance enhancements

use a range of communication strategies to work effectively with officials.

Context of and specific resources for assessment

Assessment must ensure:

coaching of multiple officials over a sufficient period of time to observe progress in technical skills.

Assessment must also ensure access to:

a sport-specific training or competition setting or environment

participants, equipment and facilities and support officials in a competition setting or environment

current NSO and IF rules and regulations and best practice principles for the development of 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 training sessions including making and communicating information about skills

observation providing feedback to officials after the competition or game

oral or written questioning to assess knowledge of NSO and IF rules and regulations for coaching officials

review of portfolios of evidence such as session and officiating plans

third-party reports from a supervisor detailing work performance.

Guidance information for assessment

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

sport-specific units of competency.

Required Skills and Knowledge

Required skills

communication skills specifically the use of questioning techniques and clarity in oral communication

interpersonal skills to facilitate participation and encourage effective coaching outcomes

observation skills to determine strengths and weaknesses in officials’ competition performance

language and literacy skills to:

access and interpret information about the officiating standards for the relevant level of game or competition

complete documentation in relation to session and officiating plans

problem-solving skills to:

respond appropriately to performance problems experienced by officials

apply strategies to design coaching activities to meet identified needs

planning and organising skills to design and conduct coaching sessions for officials.

Required knowledge

NSO and IF codes, rules and guidelines including officiating standards

relevant legislation to enable safe conduct of activities

officiating codes of practice and best practice principles to coach officials to the highest standard

basic principles of training, such as explanation, demonstration, review, trainee explanation, trainee demonstration and feedback

activities relevant to the sport and officiating level

basic principles of group management.

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.

Key aspectsmay include:

current relevant registration and accreditation requirements

emotional tone:

hostile

emotionally charged

isolated

supportive

negative.

Stakeholders may include:

competitors

teams

coaches of individuals/teams

sports administrators

media

officials.

Session planmay include:

aims

dates and times

activity or drill components and structure

logistics

equipment required.

Equipment may include:

protective or safety

sport specific

training aids

personal equipment

technical equipment such as video, wireless and monitoring.

Coaching stylesmay include:

friendly and approachable while maintaining a 'professional distance'

clear, precise and if appropriate directive regarding non negotiable issues, e.g. safety factors

humorous when appropriate

laisez faire when appropriate

organised and efficient

a 'critical friend'

supportive and encouraging

motivational and inspiring

disciplinarian, including modification of undesirable behaviours in officials.

Teaching methods may include:

whole or part approaches

shaping approaches

modelling approaches

command and response approaches

directive approaches through specific set tasks

reciprocal or peer tutoring approaches

feedback and refinement approaches

guided discovery approaches (setting problems and allowing officials to discover solutions)

experimental or problem solving approaches.

Feedbackmay be:

verbal

written

visual

tactile

incremental during an event or activity

at completion.

Administrative requirementsmay include:

advice of appointment

level of competition

officiating partners

venue

start time

competition teams

format of competition

official's contact at competition.

Officiating plan must include:

anticipated focus of performance

goals

intended strategies

measures.

Performance problems or difficultiesmay include:

shyness or lack of confidence

ineffective communication

language or cultural barriers

insufficient knowledge of rules

distraction by players, coaches, spectators and others

physical fitness and preparation

psychological preparation

lack of resilience.

Communication strategies may include:

active listening

questioning techniques

rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood

empathising with the official’s situation while upholding rules and regulations

assertiveness

non-verbal communication and recognition of non-verbal signs

ability to speak clearly to be understood and use appropriate language, style and tone.