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:

plans and delivers information, explanations and demonstrations for tenpin bowling sessions to ensure activities are conducted safely according to participant's needs and characteristics

observes and monitors the progress of participants and provides constructive feedback and intervention to improve and develop the fundamental skills of tenpin bowling

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 conduct of safe drills, activities and games that reflect the needs and characteristics of a range of participants and are of sufficient duration and breadth to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

a sufficient tenpin bowling facility with space and lanes for at least 10 participants

a group of participants at the beginner level to take part in sessions and games

equipment such as bowling shoes, a variety of bowling balls, bowling lanes, pins, lane markers and coloured tape

teaching resources and information regarding participants and facility to accurately plan, coach and document fundamental tenpin bowling sessions for a variety of participants

current relevant legislation, organisational policies and procedures, and rules and regulations of tenpin bowling that impact on the conduct of fundamental drills, activities, and games.

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 consulting with participants to determine their needs and characteristics

oral or written questioning to assess knowledge of relevant legislation, organisational policies and procedures, and rules and regulations of tenpin bowling to enable safe conduct of all drills, activities and games during the sessions

observation of safe coaching of fundamental tenpin bowling skills, and monitoring and adjusting instructional techniques according to participant's needs, characteristics and responses

portfolio of session plans and self-evaluations

third-party reports from a supervisor detailing performance.

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

Required skills

communication skills to:

consult with participants to plan fundamental tenpin bowling sessions that meet their needs

convey information about the safety aspects of the session

interact with participants to create a safe and positive environment

problem-solving skills to:

plan suitable fundamental tenpin bowling sessions according to participant's needs and characteristics

address participant difficulties in developing skills and techniques

anticipate and respond appropriately to non routine situations

planning and organisational skills to:

source, allocate and coordinate resources, equipment and a suitable facility

monitor and evaluate progress

organise participants into manageable groups for fundamental tenpin bowling drills, activities and games

language and literacy skills to:

produce a plan for the sessions

complete post-session participant and self-evaluations

give and receive feedback

apply for permission to use a suitable facility as required

teaching and coaching techniques to suit a range of participant's needs, characteristics and learning styles

numeracy skills to support effective time management to deliver drills, activities and games within session timeframes

personal fundamental tenpin bowling 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 facility.

Required knowledge

legislation, organisational policies and procedures, accepted best practices, and rules and regulations of tenpin bowling to enable safe and non-discriminatory conduct of sessions

facility-specific information to assist in the planning process and enable management of potential risks, and any special restrictions applying to the facility

equipment and resources used to teach and develop fundamental skills of tenpin bowling

teaching and coaching techniques and practices applicable to a range of ages and learning abilities

biomechanical principles related to tenpin bowling to minimise risk and prevent injury in the application of fundamental tenpin bowling skills

characteristics of a range of physical abilities, fitness and motor performance to enable assessment of participant readiness

fundamental skills of tenpin bowling and specific drills, activities and games that promote progressive skill acquisition in individuals and groups

communication systems used between participants, coaches, referees and support staff during tenpin bowling

risks commonly associated with fundamental level tenpin bowling, and methods of mitigating these risks

emergency response and safety procedures appropriate for tenpin bowling, to ensure risk minimisation to self and group.

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.

Participant's needs and characteristics may include:

age

cultural factors

situational factors

previous experience

fitness level

physical capabilities

injuries and illnesses.

Readiness may include:

fitness levels

motor performance factors

compatibility between participants in game situations

level of arousal which will enhance performance.

Session's aims and objectives may include:

progressive skill acquisition

self-improvement

fitness targets.

Plan may include:

session's aims and objectives

date, time and duration

tenpin bowling facility

coach and participant ratios

equipment and resources

drills, activities and games

participant information

safety requirements.

Relevant legislation may include:

occupational health and safety

authority or permission from local council or tenpin bowling clubs

privacy

working with children.

Organisational policies and procedures may include:

occupational health and safety

conflict resolution

communication protocols

use, care and maintenance of equipment

training and scheduling commitments

code of ethics.

Accepted best practice of tenpin bowling may include:

guiding principles for nationally recognised programs

coaches code of conduct policy

safety considerations for bowlers

sport program management and technical regulations.

Safety procedures may include:

group management in emergency situations

prevention of common tenpin bowling injuries

clear communication systems and explanations of all requirements

assessing bowling conditions and equipment

adequately preparing bowlers for session

ensuring participant's shoes and dress is safe and appropriate for bowling.

Drills, activities and games may include:

a sequential progression of fundamental skills

breaking down skills

modified games

modifying strategies for bowlers with a disability.

Equipment may include:

bowling shoes

variety of bowling balls

pins

lane markers

coloured tape.

Resources may include:

Tenpin Bowling Australia coaching manual and resources

accreditation or technical resources and information

first aid kit

score sheets or boards.

Risks may include:

injuries

falling or slipping

incorrect weight of ball for participant

hazardous objects on the ground

inappropriate behaviour or fighting.

Teaching and coaching techniques may include:

demonstration

explanation

progressing through and linking skills

whole and part approaches

shaping and modelling approaches

reciprocal or peer tutoring

assessment and evaluation.

Required knowledge may include:

rules and regulations of tenpin bowling

fundamental tenpin bowling skills

biomechanical principles

factors affecting skill acquisition

safety and risk management

equipment selection, use and maintenance.

Fundamental skills of tenpin bowling may include:

balance

approach

release

four step delivery.

Introductory activities may include:

correct weight of ball for bowler

correct fit of ball for bowler

centre rules and etiquette.

Participant's performance may include:

use of appropriate communication systems

adequate participation

performance and accuracy of skills

attitude and behaviour.

Relevant aspects may include:

effectiveness of the teaching and coaching session

suitability of teaching and coaching methods

feedback provided to or by participants

initial and final assessment of participant's abilities

validity and reliability of assessment and evaluation tools.