Modification History
The release details of this endorsed unit of competency set are in the table below. The latest information is at the top.
Release |
Comments |
1 |
Replaces but is not equivalent to SISSCGP303A Coach junior players to develop fundamental perceptual motor skills. Competency outcome changed. Unit re-categorised from Coaching General Principles to Sport Coaching to better reflect the intent of the unit. Unit rewritten to reflect that not only juniors need coaching in motor skills – beginners may be adolescents or older adults. Focus on session delivery incorporating risk management and a review aspect. |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to develop fundamental perceptual motor skills of participants. It requires the ability to plan, conduct and evaluate drills and activities for novice or beginner participants.
Application of the Unit
This unit applies to those conducting coaching sessions of less than sixty minutes duration for novice or beginner participants in a community sport setting.
Licensing/Regulatory Information
Each National Sporting Organisation (NSO) has specific training and assessment requirements for industry accreditation of coaches. These requirements will vary between different sports and those developing training and assessment for this unit should undertake consultation with the relevant NSO or State Sporting Organisation (SSO) to determine any specific arrangements for courses, trainers and assessors to facilitate RPL for individuals to achieve the required registration status to operate as a coach in that sport.
Pre-Requisites
SISSSCO101 |
Develop and update knowledge of coaching practices |
Employability Skills Information
This unit contains employability skills.
Elements and Performance Criteria Pre-Content
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. Design a session to develop fundamental perceptual motor skills. |
1.1 Assess readiness of participants and select activities and drills with consideration to stage of physical growth and maturity. 1.2 Identify and assess constraints and risks associated with delivering the training session according to relevant legislation and organisational policies and procedures. 1.3 Incorporate inclusive practices in session design. 1.4 Identify and confirm resources and specific learner support requirements for the training. 1.5 Develop delivery methods and practice schedules appropriate to learning a physical skill and to needs of different participants. |
2. Deliver the session. |
2.1 Select coaching methods appropriate to participant needs and to development of physical skills. 2.2 Match coaching methods to novice or beginner participant characteristics. 2.3 Present, sequence and pace information according to needs of participants and session timeframe. 2.4 Apply presentations and clear communication methods that are suited to learning needs of participants. 2.5 Observe and monitor progress and manage group behavior to promote cooperation and good relationships. 2.6 Devise skill development progression and regression activities according to needs of individuals and groups. 2.7 Apply risk management principles to minimize risk of injuries and address specific individual safety needs. 2.8 Implement incident management procedures to deal with any minor injury. |
3. Review the session. |
3.1 Seek feedback from participants and others on effectiveness of the session. 3.2 Identify modifications to future sessions based on feedback. 3.3 Design links to next session to develop or progress skills. |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit. |
Required skills |
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Required knowledge |
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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. |
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
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Context of and specific resources for assessment |
Assessment must ensure:
Assessment must also ensure access to:
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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:
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Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
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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. |
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Readiness may include: |
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Constraints may include: |
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Risks may include: |
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Relevant legislation may include: |
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Organisational policies and procedures may include: |
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Inclusive practices may be related to: |
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Resources may include: |
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Coaching methods may include: |
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Novice or beginner participant characteristics may include: |
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Presentations may include: |
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Communication methods may include: |
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Incident management procedures refer to: |
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Unit Sector(s)
Sport
Competency Field
Sport Coaching