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 SISSCGP305A Plan coaching programs for junior sports players. Competency outcome changed. Unit re-categorised from Coaching General Principles to Sport Coaching to better reflect the intent of the unit. Unit modified for generic application, not just junior players. Added delivery element to unit (previously only plan) and amended critical aspects accordingly. |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to develop and deliver sports coaching programs. The unit focuses on the application of planning and organisational skills to determine developmental activities and delivery methods according to sports participants needs.
Application of the Unit
This unit applies to those conducting coaching activities in a variety of sport contexts including schools and clubs.
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. Establish coaching program requirements. |
1.1 Clarify needs and expectations of participants. 1.2 Identify special requirements according to participant needs, including characteristics of junior participants. 1.3 Assess readiness of participants and confirm appropriate developmental goals. 1.4 Identify and assess constraints and risks associated with designing learning programs for participants according to relevant legislation and organisational policies and procedures. 1.5 Determine resources required for delivering the coaching program. 1.6 Select delivery methods to suit group or individual learning needs and participant characteristics. |
2. Develop a coaching program. |
2.1 Design a coaching program that reflects participant characteristics, provides appropriate sequencing of skill acquisition and is inclusive of all participants. 2.2 Document coaching programs in appropriate detail and required formats. 2.3 Seek agreement on program plan from senior coaches where required. 2.4 Confirm availability of appropriate resources and equipment with senior coaches where required. |
3. Deliver the program |
3.1 Communicate instructions and relevant information in a manner suitable to participants. 3.2 Analyse individual participant and group progress against program goals and apply appropriate strategies to address performance issues . 3.3 Devise skill development progression and regression activities according to needs of individuals and groups. 3.4 Seek feedback from participants regarding their progress during the program and modify as required. 3.5 Identify risks to participant safety and take action to minimise risk. 3.6 Monitor venue, environment and equipment for availability, damage or deterioration and modify program as required. |
4. Facilitate individual and group learning. |
4.1 Establish a coaching facilitation relationship with group using appropriate communication and interpersonal skills . 4.2 Initiate relationships with and between learners to foster a positive learning environment. 4.3 Facilitate group dynamics to maintain engagement of all participants and ensure individual and group enjoyment. 4.4 Recognise and manage inappropriate behaviour to maintain effective learning environment according to relevant legislation and organisational policies and procedures. |
5. Identify and implement strategies to improve coaching. |
5.1 Seek feedback on quality of coaching, and areas for improvement. 5.2 Evaluate personal experience and feedback from others to identify opportunities for improvement. 5.3 Research current and emerging trends in coaching. 5.4 Revise coaching program to incorporate improvements. |
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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Needs and expectations may include: |
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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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Resources may include: |
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Participant characteristics may include: |
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Coaching programs may include: |
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Performance issues may include: |
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Appropriate communication may include: |
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Interpersonal skills may include: |
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Inappropriate behaviour may include: |
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Feedback may include: |
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Unit Sector(s)
Sport
Competency Field
Sport Coaching