Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver SISSBSB202A, 'Teach fundamental basketball tactics and game strategy'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Teach fundamental basketball tactics and game strategy' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
1. Develop a game strategy and plan player and team tactics.
1.1. Identify and assess participants' needs and characteristics to plan a tailored game strategy and player tactics.
1.2. Develop a game strategy suitable for junior players which targets the strengths and weaknesses of individual players.
1.3. Plan the use of individual and team tactics to counter strengths and maximise weaknesses of opposition players.
2. Plan basketball sessions to develop player fundamental level tactics and game strategy.
2.1. Identify and assess participants' readiness and current knowledge of basketball game strategy and tactics to determine sessionaims and objectives.
2.2. Develop a sessionplan to meet participants' needs in accordance with relevant regulations, organisational policies and procedures
2.3. Identify risks and incorporate safety procedures to manage the risks associated with basketball drills, activities and games.
2.4. Select and access location, equipment and resources according to organisational policies and procedures, and check to ensure safety and suitability.
3. Brief young players in game strategy and tactics.
3.1. Communicate instructions and relevant information in a manner understandable to young participants.
3.2. Inform participants of known and anticipated risks, safety procedures, responsible, safe and appropriate behaviour and the rules of basketball.
3.3. Discuss, clarify and establish a suitable communication system to promote teamwork while participating in drills, activities and games.
3.4. Advise procedures for dealing with emergency and non-routine situations.
3.5. Prepare players for fundamental basketball games by using psychological techniques.
3.6. Encourage participants to ask questions and seek feedback during the briefing and the session.
4. Conduct basketball drills, activities and games to develop player tactics and game strategy.
4.1. Use teaching and coaching techniques appropriate to the needs of young participants to develop players' tactical skills in fundamental attack and defence activities and to impart required playerknowledge.
4.2. Conduct the coaching session according to accepted best practice in basketball coaching and endorsed standards promoted by sporting organisations.
4.3. Conduct warm-up and introductory activities for participants to reduce the risk of injury.
4.4. Use basketball drills and activities in practice sessions to progress player tactical skills to game situations.
4.5. Monitor individual participant's performance and maintain effective communication during fundamental basketball drills, activities and games.
4.6. Observe participants during fundamental basketball drills, activities and games, and adjust or refine individual or group technique as required.
4.7. Conduct in-game analysis and implement relevant adjustments where required.
4.8. Allow time for and conduct cool down activities at the end of the session.
5. De-brief players and evaluate the success of the session.
5.1. Inform participants of opportunities to further develop their player tactics and improve participation in the game strategy.
5.2. Provide opportunities for participants to identify their personal progress and satisfaction with the session, and encourage their feedback and questioning.
5.3. Evaluate relevant aspects of basketball session and determine the level of learning achieved.
5.4. Analyse individual and team performance and identify areas for improvement in developing game strategies and players' tactical performance.