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 SISSCGP306A Customise coaching for special needs groups. Competency outcome changed. Unit re-categorised from Coaching General Principles to Sport Coaching to better reflect the intent of the unit. Inclusive practices are now included in SISSSCO303 Plan and deliver coaching programs and the focus of this unit is now on the additional skills and knowledge required to work with individual athletes with particular needs. |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to customise coaching practices for athletes with specific needs.
Application of the Unit
This unit applies to those operating as a coach from regional, to international level working with athletes with particular needs such as those from culturally linguistic and diverse backgrounds, elite juniors or mature aged athletes. This also covers athletes with a disability.
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
SISSSCO303 |
Plan and deliver coaching programs |
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. Consult with athletes to determine specific needs. |
1.1 Identify individual athlete needs according to relevant legislation and organisational policies and procedures . 1.2 Take into consideration cultural and personal factors when consulting or interacting with athletes. 1.3 Liaise with family where appropriate and other relevant support personnel to confirm requirements of individual athletes with specific needs. 1.4 Exercise discretion and confidentiality appropriately, outlining and explaining to athlete boundaries of confidentiality as required. 1.5 Identify barriers and factors that may affect the acquisition of required skills of athletes with specific needs. 1.6 Identify and confirm activity specific modifications as required. 1.7 Assess athlete functional ability and readiness to acquire and perform the activity-specific skills. |
2. Plan coaching to meet specific needs. |
2.1 Assess current teaching methods and coaching or instructional styles to determine suitability for athletes with specific needs. 2.2 Select and or adapt teaching methods and coaching or instructional styles to match athlete specific 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 specific needs according to organisational policies and procedures. 2.5 Assess and plan for levels of support or care required by athletes with specific needs where appropriate. |
3. Deliver customised coaching. |
3.1 Develop rapport with and provide empathy and assistance to the athlete who is faced with specific needs or special circumstances. 3.2 Adapt communication techniques to deliver relevant information and demonstrations to teach or develop specific skills. 3.3 Conduct drills, activities and games to teach or develop skills of athletes with specific needs. 3.4 Emphasise and monitor participation in mainstream teams or groups while adjusting or refining skills on an individualised basis. 3.5 Implement safety and medical considerations of athlete specific needs as appropriate. 3.6 Monitor the teaching method and coaching or instructing style in relation to athletes with specific needs and make adjustments when required. 3.7 Encourage athletes to voice queries and or fears and address these appropriately. 3.8 Define and apply boundaries of the coach and athlete relationship. 3.9 Provide feedback to athlete and other support personnel according to 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 criteria. 4.3 Identify areas where coaching could be improved to better meet requirements of athletes with specific 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 evaluation . 4.5 Review own performance and identify potential 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 may include: |
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Relevant legislation may include: |
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Organisational policies and procedures may include: |
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Support personnel may include: |
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Athletes with specific needs may include: |
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Factors may include: |
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Activity specific modifications may include: |
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Functional ability may include: |
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Coaching or instructional styles may include: |
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Resources may include: |
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Communication techniques may include: |
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Monitor may include: |
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Feedback may include: |
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Modifications may include: |
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Unit Sector(s)
Sport
Competency Field
Sport Coaching