Unit of competency details

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. Plan intermediate level basketball sessions.

1.1. Identify and assess participants' needs and characteristics  to plan tailored basketball sessions.

1.2. Identify and assess participants' readiness  and current knowledge of basketball to determine session aims and objectives .

1.3. Develop a plan  to meet youth participants' needs in accordance with relevant regulations , organisational policies and procedures 

1.4. Identify risks and incorporate safety procedures  to manage the risks associated with basketball drills , activities  and games .

1.5. Access and select location , equipment  and resources  and check to ensure safety and suitability.

2. Brief youth team participants.

2.1. Communicate instructions and relevant information  about the basketball session in a manner understandable to youth participants.

2.2. Inform participants of known and anticipated risks , safety procedures, responsible, safe and appropriate behaviour and the rules of basketball .

2.3. Discuss, clarify and establish a suitable communication system  to promote teamwork while participating in drills, activities and games.

2.4. Advise procedures for dealing with emergency and non-routine situations.

2.5. Encourage participants to ask questions and seek feedback during the briefing and the session.

3. Conduct intermediate level basketball sessions.

3.1. Use teaching and coaching techniques  appropriate to the needs of participants to develop players' intermediate basketball skills  in attack and defence and to impart required player knowledge .

3.2. Conduct the coaching session according to accepted best practice in basketball coaching  and endorsed standards promoted by sporting organisations .

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

3.4. Use basketball drills and activities in practice sessions to progress player skills to game situations.

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

3.6. Liaise with other coaches and specialists  to monitor and deliver intermediate level basketball drills, activities and games.

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

3.8. Allow time for and conduct cool down activities at the end of the session.

4. Complete post-session responsibilities.

4.1. Inform participants of opportunities to further develop their intermediate level basketball skills.

4.2. Provide opportunities for participants to identify their personal progress and satisfaction with the session, and encourage their feedback and questioning.

4.3. Evaluate relevant aspects  of basketball session and determine the level of learning achieved.

4.4. Identify areas of improvement for future basketball sessions.

This section describes the skills and knowledge required for this unit.

Required skills 

• communication skills to:

• consult with participants to plan an intermediate basketball session that meets their needs
• fully brief participants in all aspects of the session
• interact with participants to create a safe and positive team environment
• give and receive feedback

• literacy skills to:

• produce basic written plans for basketball sessions
• complete simple written post-session evaluation reports on the quality of player and self participation in the session
• complete forms to apply for permission or permits to use a suitable location or court

• numeracy skills to manage time within session timeframes when delivering a series of drills, activities and games
• problem-solving skills to:

• plan suitable basketball sessions according to participant's needs and characteristics
• address participant difficulties in developing intermediate level skills and techniques
• anticipate and respond appropriately to non-routine situations
• resolve disputes related to the conduct or outcome of a game

• planning and organisational skills to:

• source, allocate and coordinate resources, equipment and a suitable location
• organise participants into manageable groups for basketball drills, activities and games

• analytical skills to monitor and evaluate player and self progression
• teaching and coaching techniques to suit a range of participant's needs, characteristics and learning styles
• teaching and coaching techniques used to detect and correct faults
• personal intermediate level basketball 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 

• regulations that apply to the use of private and public basketball facilities and gyms
• site-specific information to assist in the planning process and enable management of potential risks and any special restrictions applying to the location
• the existence and basic aspects of occupational health and safety legislation
• risks associated with training for and playing basketball and techniques to manage these
• emergency response and rescue procedures appropriate for basketball, to ensure risk minimisation to self and group
• the complete content of endorsed standards promoted by sporting organisations
• the complete content of organisational policies and procedures for conducting coaching sessions
• the complete content of state or territory, national and international rules applicable to the game of basketball
• the on court roles and responsibilities of all basketball positions
• the key features of basketball related injuries, a range of physical and motor performance abilities and player fitness levels to analyse the readiness of participants to engage in progressive skills acquisition
• formats, styles for and inclusions of basic plans used by basketball coaches and the organisation in particular
• the essential features and usage of accepted best practice techniques for coaching basketball, especially those used for fault detection and correction
• the essential features and usage of teaching and coaching techniques and practices applicable to a range of ages and learning abilities
• the essential features and use of intermediate level basketball skills and specific drills, activities and games that promote progressive skill acquisition in individuals and groups
• the key characteristics and use of equipment and technological aids used in the development of intermediate level basketball skills
• the essential elements and appropriate use of communication systems used between players, coaches, umpires and support staff during intermediate basketball drills, activities and games.

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:

• conducts multiple and diverse safe drills, activities and games that reflect the needs and characteristics of a diverse range of participants and are of sufficient duration and breadth to demonstrate competency and consistency of performance.
• plans and delivers precise relevant information, explanations and demonstrations for intermediate level basketball sessions to ensure activities are conducted safely and according to youth participant's needs and characteristics
• observes and monitors the progress of participants and provides constructive feedback and intervention to improve and develop the intermediate level skills of basketball
• uses basketball drills and activities in practice sessions to progress player skills to game situations
• uses and modifies teaching and coaching techniques and 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 access to:

• resources and information on participants and location to accurately plan, coach and document basketball sessions for a variety of participants
• basketball training and competition facilities
• equipment such as basketballs, uniforms, appropriate footwear and baskets with nets and backboards
• a group of youth team intermediate level participants to take part in the basketball sessions
• umpires qualified to manage at least a intermediate level players' game
• support staff and scorers
• rules of basketball
• current relevant regulations, policies, procedures and codes that apply to coaching intermediate basketball skills.

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:

• observation of planning processes, such as talking with participants to determine their needs and characteristics
• oral or written questioning to assess knowledge of relevant rules, regulations and policies
• observation of safe basketball coaching to an intermediate level and monitoring and adjusting activities that meet participant's needs, characteristics and responses
• evaluation of portfolios of session plans and self and player evaluations
• evaluation of third-party reports from coaches or umpires detailing performance.

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

• SISSBSB304A Teach intermediate level basketball tactics and game strategy.

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.

Participants' needs and characteristics  may relate to :

• age
• maturity for age
• preferences or protocols of different cultures, nationalities and religions
• player motivation for participation
• compatibility between players in match situations.

Readiness  may involve:

• previous experience in team sports, especially basketball
• current basketball skills and knowledge of applicable rules
• emotional capability to deal with competing in a game
• fitness levels and physical capabilities
• motor performance factors
• current or recurring injuries and illnesses.

Session aims and objectives  may include:

• progressive skill acquisition during drills, activities and games
• improvement of individual player skills
• improvement of teamwork skills
• improvement of player fitness
• management of player injury.

Plan  may include:

• session plan
• whole of season skill development plan
• session aims and objectives
• date, time and duration
• location
• coach and participant ratios
• resources required
• equipment required
• tailored drills, activities and games
• activities to progress playing skills to game situations.

Regulations  may relate to:

• occupational health and safety (OHS) legislation
• permits from land management authorities or local council
• authority or permission from basketball clubs or associations
• privacy legislation
• working with children checks
• environmental protection regulations.

Organisational policies and procedures  may involve:

• risk management
• safety
• management of players' current or recurring injuries and illnesses
• conflict resolution
• in game communication procedure
• use, care and maintenance of equipment and court
• training and scheduling commitments
• code of ethics
• harassment-free sports policies.

Safety procedures  may include:

• group management in emergency situations
• prevention, symptoms and first aid treatment of common basketball injuries
• management of players' current or recurring injuries and illnesses
• equipment checking and usage
• court safety
• safe and clear communication systems.

Drills , activities  may involve:

• those described in Basketball Australia's Coaching Manuals
• developing skills through appropriate sequencing of skills
• progressive skill acquisition
• breaking down skills
• break down drills
• modifying skill drills
• coordinated positional plays
• game configurations
• using progressions in a changing environment of half and full court configurations
• warm-ups and cool-downs.

Games  may include:

• simulated games to develop intermediate skills
• competition games
• modified games to meet specific player and team needs
• practice matches to develop intermediate skills.

Location may include :

• basketball courts:

• indoor
• outdoor

• off court locations such as gyms.

Equipment  may include:

• basketballs
• uniforms
• appropriate footwear
• whistles
• stop watches
• cones
• baskets with nets and backboards.

Resources may include :

• teaching and coaching tools
• visual media equipment
• food and water
• first aid kit.

Relevant information  may relate to:

• objectives of the session
• skills focus of the session
• equipment and resource requirements, selection and use
• responsible and safe behaviour.

Risks  may include:

• collisions
• injuries including:

• fractures
• dislocations
• sprains
• strains

• exhaustion
• dehydration.

Rules of basketball  may include:

• local state or territory
• national
• international.

Communication systems  may include:

• calls
• hand signals
• eye signals.

Teaching and coaching techniques  may include:

• demonstration
• explanation
• focussing on a single skills
• breaking down intermediate skills into components
• breaking down drills into components
• progressing through and linking skills
• monitoring and observing progress
• fault detection and correction
• assessment of participants' skills
• providing positive reinforcement and feedback during and after drills, activities and games.

Intermediate skills of basketball  may include:

• game sense and decision making at an intermediate level
• dribbling including handling and controlling the ball
• passing and receiving
• combinations of passing
• shooting
• rebounding
• blocking
• body positioning
• jumping
• inside defensive skills specific to playing position
• shooting, faking or driving
• post-play including leading and receiving
• point guard range game
• sealing.

Required player knowledge  may include:

• rules of basketball
• organisational policies and procedures and those promoted by sporting organisations
• when to apply basketball skills
• role of player positions
• basic biomechanical principles
• strengths and weaknesses of opposition and own team
• equipment selection, use and maintenance
• communication systems used in basketball
• safety and risk management.

Accepted best practice in basketball coaching  may include:

• positive role modelling
• good sportsmanship
• preventative practice to minimise safety risks and hazards
• positivity when providing feedback on player performance.

Endorsed standards  may include:

• Australian Sports Commission Harassment-free Sport policy
• Basketball Australia's Coaches Code of Ethics
• Basketball Australia's Member Protection Policy
• Basketball Australia's Junior Sport Framework
• Basketball Australia anti-doping policy.

Participant's performance  may include:

• use of appropriate communication systems
• accuracy of skill
• team participation
• attitude and behaviour
• ability to link and use the intermediate skills of basketball.

Coaches and specialists  may include:

• assistant coaches
• speed coach
• trainers
• biomechanics specialist
• strength and conditioning specialist.

Relevant aspects  may include:

• the quality of own performance in the coaching session
• effectiveness of the teaching and coaching session
• suitability of teaching and coaching methods
• feedback provided to or by participants
• initial and final assessment of participants' abilities
• validity and reliability of coaching and assessment tools.