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Evidence Guide: SISSTOU303A - Teach 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

 

SISSTOU303A - Teach the intermediate skills of Touch

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

Plan intermediate Touch session or sessions.

  1. Establish participant's needs and characteristics.
  2. Assess participant's readiness and current knowledge of Touch in order to determine session's aims and objectives.
  3. Develop a plan according to participant's needs and characteristics, relevant legislation, organisational policies and procedures and endorsed standards promoted by Touch.
  4. Identify safety procedures associated with Touch drills, activities and games according to organisational policies and procedures.
  5. Select and access location, equipment and resources according to organisational policies and procedures.
Establish participant's needs and characteristics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess participant's readiness and current knowledge of Touch in order to determine session's aims and objectives.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a plan according to participant's needs and characteristics, relevant legislation, organisational policies and procedures and endorsed standards promoted by Touch.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify safety procedures associated with Touch drills, activities and games according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and access location, equipment and resources according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Brief participants.

  1. Communicate instructions and relevant information about the intermediate Touch session in a manner appropriate to the participants.
  2. Encourage participants to seek clarification, information and feedback as required during the session.
  3. Inform participants of known and anticipated risks, safety procedures, appropriate behaviour and intermediate Touch rules and regulations.
  4. Establish a suitable communication system to promote team work while participating in drills, activities and games.
Communicate instructions and relevant information about the intermediate Touch session in a manner appropriate to the participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to seek clarification, information and feedback as required during the session.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform participants of known and anticipated risks, safety procedures, appropriate behaviour and intermediate Touch rules and regulations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish a suitable communication system to promote team work while participating in drills, activities and games.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct intermediate Touch football session or session or sessions.

  1. Apply clear and accurate teaching and coaching techniques to impart required knowledge and the requirements of the intermediate skills of Touch to be developed.
  2. Conduct warm-up and or introductory activities for participants, to reduce the risk of injury.
  3. Monitor individual participant's performance and maintain effective communication during intermediate Touch drills, activities and games.
  4. Observe participants during intermediate Touch drills, activities and games, and adjust or refine individual and or group technique as required.
  5. Allow time for cooling down at the end of the session and inform participants of opportunities to further develop their intermediate Touch skills.
Apply clear and accurate teaching and coaching techniques to impart required knowledge and the requirements of the intermediate skills of Touch to be developed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct warm-up and or introductory activities for participants, to reduce the risk of injury.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor individual participant's performance and maintain effective communication during intermediate Touch drills, activities and games.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe participants during intermediate Touch drills, activities and games, and adjust or refine individual and or group technique as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Allow time for cooling down at the end of the session and inform participants of opportunities to further develop their intermediate Touch skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete post-session responsibilities.

  1. Provide opportunities for participants to identify their personal progress and satisfaction with the session, and give feedback as required.
  2. Evaluate relevant aspects of intermediate Touch session and determine the level of learning achieved.
  3. Identify potential areas of improvement for future intermediate Touch sessions.
Provide opportunities for participants to identify their personal progress and satisfaction with the session, and give feedback as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate relevant aspects of intermediate Touch session and determine the level of learning achieved.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential areas of improvement for future intermediate Touch 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:

plans and delivers information, explanations and demonstrations for Touch session or sessions to ensure activities are conducted safely according to participant's needs and characteristics

observes and monitors the progress of participants and provides constructive feedback and intervention to improve and develop the skills of Touch to an intermediate level

uses and modifies teaching and coaching techniques, drills, activities and games to cater for a range of individual learning styles

evaluates and reflects on own coaching performance to identify strengths, weaknesses and areas that need improvement.

Context of and specific resources for assessment

Assessment must ensure the conduct of safe drills, activities and games that reflect the needs and characteristics of a range of participants and are of sufficient duration and breadth to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

resources and information regarding participants and location to accurately plan, coach and document intermediate Touch sessions for a variety of participants

local, national and international rules and regulations of Touch, International Activity Organisation laws and best practice codes of ethics

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

a suitable location, field or facility

a group of participants to take part in the intermediate Touch sessions and games

suitably qualified referees

equipment such as a Touch balls.

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 relevant legislation, organisational policies and procedures, and rules and regulations of Touch to enable safe conduct of all drills, activities and games during the sessions

observation of safe coaching of Touch skills to an intermediate level and monitoring and adjusting instructional techniques according to participant's needs, characteristics and responses

portfolio of session plans and self-evaluations

third-party reports from a supervisor detailing performance.

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

SISSTOU304A Teach the intermediate tactics and strategies of Touch.

Guidance information for assessment

Required Skills and Knowledge

Required skills

communication skills to:

consult with participants to plan intermediate Touch sessions that meet their needs

convey information about the safety aspects of the sessions

interact with participants to create a safe and positive team environment

problem-solving skills to:

plan a suitable intermediate Touch session according to participant's needs and characteristics

address participant difficulties in developing skills and techniques

anticipate and respond appropriately to non routine situations

planning and organisation skills to:

source, allocate and coordinate resources, equipment and a suitable location

monitor and evaluate progress

organise participants into manageable groups for intermediate Touch drills, activities and games

language and literacy skills to:

produce a plan for the intermediate Touch session or sessions

complete post-session participant and self evaluations

give and receive feedback

teaching and coaching techniques to suit a range of participant's needs, characteristics and learning styles

numeracy skills to support effective time management to deliver drills, activities and games within session timeframes

personal intermediate Touch skills to a high level of technical correctness to:

understand progressive skill acquisition

demonstrate, explain and break down skills and techniques to participants

first aid and emergency response skills appropriate to the location.

Required knowledge

legislation, organisational policies and procedures, and rules and regulations of intermediate Touch to enable safe and non-discriminatory conduct of session or sessions

site specific information to assist in the planning process and enable management of potential risks, and any special restrictions applying to the location

equipment types, characteristics and technology used for intermediate Touch

teaching and coaching techniques and practices applicable to a range of ages and learning abilities

characteristics of a range of physical abilities, fitness and motor performance to enable assessment of participant readiness

intermediate skills of Touch and specific drills, activities and games that promote progressive skill acquisition in individuals and group

communication systems used between players, coaches, referees and support staff during intermediate Touch

risks commonly associated with intermediate Touch, and methods of mitigating these risks

emergency response and safety procedures appropriate for intermediate Touch, to ensure risk minimisation to self and group.

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.

Participant's needs and characteristics may include:

age

cultural factors

fitness level and physical capabilities

intermediate Touch skills and knowledge

injuries and illnesses.

Readiness may include:

fitness levels

motor performance factors

compatibility between players in match situations

level of arousal which will enhance performance.

Session's aims and objectives may include:

progressive skill acquisition

self improvement

fitness targets

motivation

team skills.

Plan may include:

session's aims and objectives

date, time and duration

location

coach and participant ratios

resources

equipment

skill-based, technical or physical drills and activities

safety requirements.

Relevant legislation may include:

occupational health and safety

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

privacy

working with children

environmental regulations.

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

individual Touch club's policies

code of ethics.

Endorsed standards promoted by Touch may include:

the Australian Touch Association Incorporated Code of Conduct policy

Australian Touch Association Incorporated Anti-doping policy

Australian Sports Commission Harassment-free Sport policy.

Safety procedures may include:

group management in emergency situations

symptoms, treatment and prevention of common Touch injuries

equipment checking and usage

clear communication systems

clear explanations of all requirements.

Drills, activities may include:

those described in Australian Touch Association Incorporated Level 1 Coach Handbook

sequential progression of skills

breaking down skills

modified skill drills

warm ups and cool downs

grid work.

Games may include:

modified games

practice matches

small and full games

games for outcomes

linking and practicing skills learnt during drills and activities.

Equipment may include:

Touch balls

uniforms.

Resources may include:

teaching and coaching tools

video equipment

sports science testing equipment

first aid kit.

Relevant information may include:

skill or skills focus

equipment and resource requirements, selection and use

safety procedures

communication systems

objectives

rules and regulations of Touch

responsible and safe behaviour.

Risks may include:

injuries

exhaustion

dehydration.

Rules and regulations may include:

local, national and international rules of Touch

International Activity Organisation laws

Australian Touch Association Incorporated Code of Ethics

age restrictions.

Communication system may include:

calls

hand and eye signals.

Teaching and coaching techniques may include:

demonstration

explanation

focusing on a single skill

breaking down skills into components

progressing through and linking skills

assessment and evaluation.

Required knowledge may include:

rules and regulations of Touch

Touch skills and positions

basic biomechanical principles

factors affecting skill acquisition

safety and risk management

equipment selection, use and maintenance.

Intermediate skills of Touch may include:

running

passing and catching

positional play

touching

play the ball

effecting a touch.

Participant's performance may include:

use of appropriate communication systems

team participation

performance and accuracy of skills

attitude and behaviour

ability to link and perform the skills.

Relevant aspects may include:

effectiveness of the teaching and coaching session

suitability of teaching and coaching methods

feedback provided to or by participants

initial and final assessment of participant's abilities.