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 SISSCGP306A, 'Customise coaching for special needs groups'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Customise coaching for special needs groups' 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
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
1. Consult with athletes to determine special needs. | 1.1. Identify athlete's needs according to relevant legislation and organisational policies and procedures. 1.2. Liaise with family where appropriate and other relevant support personnel to confirm requirements of individual athletes with special needs. 1.3. Identify factors that may affect the acquisition of required skills of athletes with special needs. 1.4. Identify and confirm activity specificmodifications as required. 1.5. Assess athlete's functional ability and readiness to acquire and perform the activity-specific skills. |
2. Plan coaching session to include special needs groups. | 2.1. Assess current teaching methods and coaching or instructional styles to determine suitability for athletes with special needs. 2.2. Select and or adapt teaching methods and coaching or instructional styles to match the athlete's special needs and readiness to acquire and perform the activity specific skill or skills. 2.3. Identify and access additional resources required to develop and perform the activity-specific skill or skills. 2.4. Adapt resources as appropriate for athletes with special needs according to organisational policies and procedures. 2.5. Assess and plan for levels of support or care required by athletes with special needs where appropriate. |
3. Deliver coaching session to include special needs groups. | 3.1. Deliver relevant information and demonstrations to teach or develop specific skills to athletes with special needs according to organisational policies and procedures. 3.2. Conduct drills, activities and games to teach or develop the skills of athletes with special needs according to organisational policies and procedures. 3.3. Adapt communication techniquesto meet the needs of athletes with special needs. 3.4. Emphasise and monitor participation in mainstream teams or groups while adjusting or refining skills on an individualised basis. 3.5. Implement the safety and medical considerations of the athlete's specific need as appropriate. 3.6. Monitor the teaching method and coaching or instructing style in relation to athletes with special needs and make adjustments. 3.7. Provide feedback to the athlete and other support personnel according to the best practice principles of the sport or activity. |
4. Evaluate coaching session. | 4.1. Seek and acknowledge feedback from athletes and support personnel. 4.2. Develop evaluation criteria and analyse all relevant components of the session against the criteria. 4.3. Identify areas where session could be improved to better meet the needs of athletes with special needs and ways of obtaining this improvement. 4.4. Document and implement modifications to teaching methods, coaching styles and activities in response to results of the evaluation. 4.5. Review own performance and identify potential improvements. |