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Evidence Guide: SISSTOU201A - Perform the intermediate skills of Touch

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

 

SISSTOU201A - Perform the intermediate skills of Touch

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

Prepare for Touch drills, activities, games and competitions.

  1. Access and interpret Touch rules, regulations and policies.
  2. Determine basic biomechanical principles as they apply to Touch.
  3. Identify intermediate skills of Touch and determine observable body movements for each stage of these skills in priority of importance when performing the skills.
  4. Identify the intermediate skills of Touch players as applicable to each position and or player, and their purpose.
Access and interpret Touch rules, regulations and policies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine basic biomechanical principles as they apply to Touch.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify intermediate skills of Touch and determine observable body movements for each stage of these skills in priority of importance when performing the skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the intermediate skills of Touch players as applicable to each position and or player, and their purpose.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in Touch drills, activities, games and competitions.

  1. Undertake drills, activities, games and competitions in a safe manner according to relevant legislation and organisational policies and procedures.
  2. Link and perform the intermediate skills of Touch to form a sequence of movements in competition conditions.
  3. Maintain effective communication with team members and coach during drills, activities, games and competitions.
Undertake drills, activities, games and competitions in a safe manner according to relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Link and perform the intermediate skills of Touch to form a sequence of movements in competition conditions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain effective communication with team members and coach during drills, activities, games and competitions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review intermediate skills performance.

  1. Review skills practiced throughout drills, activities, games and competitions, and identify strengths and areas requiring improvement.
  2. Identify conditions and external influences affecting conduct of activities and identify contingency strategies to improve future sessions.
Review skills practiced throughout drills, activities, games and competitions, and identify strengths and areas requiring improvement.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify conditions and external influences affecting conduct of activities and identify contingency strategies to improve future sessions.

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:

utilises knowledge and interpretation of Touch skills, rules, regulations and policies to perform and apply the skills at an intermediate level

determines observable body movements for each stage of intermediate skills and links together and practices these during drills, activities, games and competitions

communicates appropriately with team members, coach, referees and support staff throughout drills, activities, games and competitions, and responds to feedback

reviews own and team's performance to identify strengths and areas requiring improvement or modifications.

Context of and specific resources for assessment

Assessment must ensure performance of skills relevant to position requirements and conditions on multiple occasions to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

Touch training and competition facilities, with marked out fields

groups or teams of players to play intermediate Touch

a coach to instruct and address players

suitably qualified referees

support staff, such as trainers

technological aids and Touch equipment, such as Touch balls

rules and regulations such as the International Activity Organisation laws and best practice codes of conducts such as Australian Touch Association Incorporated Code of Conduct

current relevant legislation and organisational policies and procedures that impact on the conduct of drills, activities, games and competitions.

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 performance of intermediate level Touch skills during drills, activities, games and competitions

oral or written questioning to assess knowledge of relevant rules, regulations and policies of Touch, and their application to performance

third-party reports from coaches or referees detailing performance.

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

SISSTOU202A Perform the intermediate tactics and strategies of Touch.

Guidance information for assessment

Required Skills and Knowledge

Required skills

communication skills on and off the Touch field to:

determine other player's intentions and movements

clarify positions, rules and play set-ups

seek feedback and instructions from team members, coaches, support staff and referees

teamwork skills to:

encourage and support team members

share the ball with others

respect other player's decisions

participate effectively in training activities

language and literacy skills to access, interpret and apply information about the rules and regulations of Touch games and competitions

problem-solving skills to respond appropriately to changing conditions during training and game situations

self management skills to:

review and reflect on own performance

organise time and priorities effectively

set short, medium and long term goals.

Required knowledge

legislation and organisational policies and procedures to enable safe participation during drills, activities, games and competitions

rules, regulations and policies of Touch, including laws of the game and best practice codes to participate appropriately

positions and players of Touch and their roles and responsibilities on the field, during games

communication systems used between players, coaches, support staff and referees during Touch drills, activities, games and competitions

equipment and technological aids used in Touch drills, activities, games and competitions to enhance intermediate skills

biomechanical principles that apply to the game of Touch

self reflection principles to enable effective self-evaluation for future improvement.

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.

Rules, regulations and policies may include:

International Activity Organisation laws

Australian Touch Association Incorporated Code of Conduct

Australian Touch Association Incorporated anti doping policy

Australian Sports Commission Harassment-free Sport policy.

Basic biomechanical principles may include:

balance

motion

force

momentum

power.

Intermediate skills of Touch may include:

running

passing and catching:

catch and pass

acting half pass

switch pass

positional play:

the wrap

touching

play the ball:

roll ball

effecting a touch.

Drills, activities may include:

those showing a sequential progression to an 'on field' situation or starting with the 'on field' situation and then breaking down skills

games

assessment of opposition

intermediate skill drills

warm-ups and cool-downs

grid work

manual work.

Games and competitions may include:

modified games

practice matches:

inter-club or team games

competition games.

Relevant legislation may include:

occupational health and safety

authority or permission from land owners, local council or Touch clubs.

Organisational policies and procedures may include:

occupational health and safety

conflict resolution

communication protocols

use, care and maintenance of equipment and field

training and scheduling commitments

code of ethics.

Effective communication may include:

calls

hand signals

eye signals

signs.

Conditions and external influences may include:

environmental and weather conditions

other facility users

support staff

spectators

parents

referees and administrators

other coaches.