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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. |
Game strategy may involve: | roles of individual players in the game strategy patterns of play in attack and defence , e.g: up and in slide attacking systems of play defending systems of play set team plays: orthodox unorthodox varying use of space -- concepts of width and depth situational plays positions and match-ups situational kicking in games percentage football identifying strengths and weaknesses of opposition game strategies and tactics and development of counter tactics. |
Strengths and weaknesses may relate to: | fitness components: speed agility balance endurance strength power flexibility height weight ability to successfully implement set team plays ability to use deception and predication skills in attack and defence . |
Tactics may involve: | attack and defence impulse plays use of structured plays moving the ball wide tackling types and styles Scrummaging tactics set plays from a scrum positional play in line of attack positional play in defensive line field positioning to generate a try field positioning to generate a field goal use of angles use of fast or slow pace, e.g. at play-the-balls plays to maximise weaknesses in opposition team tactical plans plays to counter strengths in perceived opposition team plays counter tactics to diminish or negate opposition player strengths. |
Readiness may involve: | current knowledge of intermediate Rugby League game strategy current Rugby League tactical skills and knowledge of the International Laws of Rugby League fitness levels and physical capabilities emotional capability to deal with competing in a tactical game motor performance factors history of past, current or recurring injuries and illnesses. |
Session aims and objectives may include: | progressive acquisition of skills in Rugby League tactics and game strategy during drills, activities and games improvement of individual player tactical skills improvement of teamwork tactical skills improvement in variation of team game strategies improvement of player motivation and confidence in game strategy and tactics improvement of player fitness management of player injury. |
Session plan may include: | session aims and objectives date, time and duration location coach and participant ratios resources required equipment required tailored drills, activities and games designed to develop team game strategy and player tactics. |
Regulations may relate to: | occupational health and safety (OHS) legislation permits from land management authorities or local councils authority or permission from Rugby League clubs or associations privacy legislation working with children checks environmental protection regulations. |
Organisational policies and procedures may involve: | risk management safety management of players' histories of past, current or recurring injuries and illnesses conflict resolution communication protocols use, care and maintenance of equipment and field training and scheduling commitments codes of safety, conduct and ethics harassment-free sports policies. |
Safety procedures may include: | group management in emergency situations prevention and first aid treatment of common Rugby League injuries management of players' past, current or recurring injuries and illnesses equipment checking and usage field safety safe and clear communication systems. |
Drills, activities may involve: | developing tactical skills through appropriate sequencing of skills progressive skill acquisition in Rugby League tactics progressive development of team game strategy breaking down game strategy and tactical skills coordinated positional plays modifying game strategy and tactical skills warm -ups and cool downs grid work. |
Games may include: | those using the ARL International Laws of Rugby League simulated games to develop intermediate tactical skills and game strategy competition games games modified from a variety of sources to meet specific player and team needs practice matches to develop intermediate tactical skills and game strategy. |
Location may include: | Rugby League fields open fields off-field training locations such as gyms and other venues where coaching may occur. |
Equipment may include: | ARL approved training and match Rugby League balls uniforms appropriate footwear personal protective equipment approved and safe ankle braces and thigh protectors tackle bags stop watches whistles cones and other approved and appropriate organisational aids. |
Resources may include: | teaching and coaching tools visual media equipment food and water and approved and safe containers first aid kit. |
Relevant information may relate to: | the game strategy tactics to be developed and used tailored drills, activities and games designed to develop team game strategy and player tactics. objectives of the session equipment and resource requirements, selection and use responsible and safe behaviour |
Risks may include: | collisions injuries including: fractures dislocations sprains strains concussions exhaustion from exposure to extreme heat or cold weather dehydration. |
Communication systems may include: | calls hand and eye signals signs nods gestures codes for different plays. |
Psychological techniques may include: | goal setting visualisation imagery relaxation techniques intrinsic motivation extrinsic motivation focusing. |
Teaching and coaching techniques may include: | six levels of learning as identified by the Australian Rugby League demonstration explanation use of diagrams and drawings focusing on the game strategy as a whole focusing on single or multiple tactics breaking down game strategy and tactics into components breaking down complex tactics progressing through, and linking skills monitoring and observing progress fault detection assessment of participants' skills providing positive reinforcement and feedback during and after drills, activities and games. |
Required player knowledge may include: | the International Laws of Rugby League the essential features of the game strategy the characteristics of Rugby League tactics and when to use various tactics role of player positions basic biomechanical principles strengths and weaknesses of opposition and own team equipment selection, use and maintenance communication systems used in Rugby League safety and risk management. |
Accepted best practice in Rugby League coaching may include: | positive role modelling good sportsmanship preventative practices to minimise safety risks and hazards positivity in providing feedback on player performance |
Endorsed standards may include: | Australian Sports Commission Harassment-free Sport policy Australian Sports Commission Junior Sport policy Australian Rugby League Anti-doping Policy Australian Rugby League Codes of Conduct Australian Rugby League SafePlay Code. |
Participant's performance may include: | use of appropriate communication systems accuracy of skill, appropriate to individual player differences implementation of the overall game strategy participation in team and individual tactics attitude and behaviour ability to link, and use, the tactics and cooperate with other team members. |
In-game analysis may include: | playing statistics for own team and opposition: penalties errors and turnovers completion rates tries scored and manner in which tries are scored tackle counts psychological and motivational wellbeing of players strengths and weaknesses of own and opposition players during match. |
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. |