Assessor Resource

SISXCAI507A
Plan and implement high performance training programs

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to coaches working with individuals or teams at a minimum of state representative level. The programs generally apply to athletes over the age of 16 years, with some sport-specific exceptions such as gymnastics, and those under the age of 35 years, with some sport-specific exceptions such as archery.

This unit describes the performance outcomes, skills and knowledge required to apply sport-specific knowledge to implement a high-performance training program designed to refine the skills and performance of individuals participating at a high level.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Nil

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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:

assesses athlete's needs and develops and implements a training program to meet objectives for high-performance situations

plans training sessions that meet athlete expectations, comply with legislative and organisational requirements, and allow the candidate to demonstrate the use of training techniques used during a high-performance training program

applies knowledge of anatomy, physiology and biomechanics to the development of a high-performance training program

evaluates and modifies the training program according to feedback received and the results of evaluation procedures

monitors and manages competitive and or performance situations during a long-term program.

Context of and specific resources for assessment

Assessment must ensure development and implementation of multiple high-performance training programs that are of sufficient duration and breadth to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

an environment with appropriate facilities, equipment and materials

a range of athletes with real or simulated training goals

documentation, such as athlete's performance history and manufacturer specifications for equipment use.

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 preparing and planning for a long-term training program, including the assessment of athletes

observation of interacting with a range of athletes, including conveying information for safe participation in training program sessions and monitoring the use of equipment

oral and or written questioning to assess knowledge of the body systems being developed through the implementation of a range of exercises

portfolio of training plans and evaluation measures

third-party reports from a supervisor detailing appropriate work performed by the candidate.

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

SISXCAI405A Conduct individualised long-term training programs.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication skills to:

ensure requirements of athletes are understood and included in planning

ensure aspects of a training program are understood and agreed upon by the athletes

planning and organising skills to enable the planning of a high-performance training program to meet identified athlete needs

literacy and numeracy skills to effectively schedule, document and evaluate results of high-performance training programs

teamwork skills to:

coach and motivate an individual in a high-performance training program

liaise effectively with support personnel.

Required knowledge

relevant activity or sport-specific knowledge, including rules and regulations, to coach the skills being included in the training program

advanced principles of skill acquisition in order to plan and deliver high-performance training programs to meet identified needs

anatomy, physiology and biomechanics to enable effective and safe planning and implementation of high-performance training programs, including:

type and the structure of joints as they relate to joint mobility, joint integrity and risk of injury

major muscles, their actions, and the role of muscles during contraction

structure and function of the musculoskeletal system

structure of the cardio-respiratory system and the relationship between exercise intensity and circulatory and ventilation responses

organisational policies and procedures to enable the safe and appropriate conduct and recording of long-term training programs

equipment and safety requirements to enable the safe and effective use of exercise and training equipment.

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.

Requirements of high-level performance may include:

physiological and fitness targets

psychological targets

tactical and strategic approaches

skill performance or technique development targets

competition or performance targets.

Assessment methods may include:

performance in the activity

tests of skills, techniques, tactics and strategies

tests of psychological and physiological readiness.

Demands of participation may include:

psychological and physiological

skills

techniques

tactics

strategies.

Organisational policies and procedures may include:

occupational health and safety

emergency procedures

risk-analysis procedures

confidentiality

assessment procedures

using, checking and storing equipment

time constraints and scheduling requirements

code of ethics.

High-performance athletes may include:

competitors at least at a state level

those over the age of 16 years, with some sport-specific exceptions, such as gymnastics or swimming

those under the age of 35 years, with some sport-specific exceptions, such as shooting, archery and bowls.

Training methods may include:

specificity

progressive overload

rest and recovery

reversibility

frequency

intensity

duration

periodisation

tapering

peaking

individuality and maintenance.

Equipment may include:

cardiovascular

free weight

hydraulic

exercise balls

bars

steps

bands

resistance

pin-loaded

electronically-braked

air-braked

pool-based.

Resource requirements may include:

ratio of coaches to athletes

ratio of equipment to athletes

equipment

time

finance

transport

accommodation.

Relevant legislation may include:

occupational health and safety

equal opportunity

anti-discrimination

privacy.

Evaluation methods may include:

fitness assessments

lab assessments

discussions

training and competition performances

training diaries.

Motivation techniques may include:

goal setting

positive feedback.

Support personnel may include:

athletes

officials

employers

parents or guardians

schools

facility providers

psychologists

medical personnel

other coaches and instructors.

Best-practice principles of the sport may include:

sport's coach or instructor's code of conduct policy

Australian Sports Commission coaches' code of conduct policy

regulations and guidelines of national organisation specific to activity

accepted preventative practices adopted by self or peers to minimise safety hazards and risks.

Athlete's wellbeing may include:

injury status

psychological status

emotional status

general self-esteem

anger and or stress management

detraining

health

self-discipline.

Monitoring may include:

questioning and discussing

observing

cross-referencing

ongoing functional assessments of performance

consulting with other support personnel or specialists.

Competition events may include:

state

national

international

amateur

professional.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify the requirements of high-level performance for the athlete's sport. 
Use approved assessment methods appropriate to the demands of participation in the activity to assess athlete's fitness and skill levels. 
Measure, record and evaluate data obtained from assessment activities against current identified demands of participation according to organisational policies and procedures. 
Establish the high-performance athlete's aims and priorities for undertaking a training program. 
Establish agreed program needs and objectives. 
Select exercises, activities and training methods to meet the identified needs of the athlete and the high-performance objectives of the sport. 
Incorporate a competition or high-performance strategy into the training program, including competition cycles that need preparation. 
Identify and select equipment and resource requirements for each stage of the program according to organisational policies and procedures and relevant legislation. 
Include evaluation methods to monitor the training program. 
Schedule and document all aspects of the training program. 
Explain and demonstrate safe performance of exercises and activities. 
Explain and demonstrate safe use of equipment according to organisational policies and procedures and manufacturer instructions. 
Use motivation techniques to enhance athlete performance. 
Monitor and modify athlete's progress in consultation with support personnel. 
Identify errors, potential problems and areas for improvement in the performance and communicate these with the athlete according to best practice principles of the sport. 
Monitor skill performance, physical performance and athlete wellbeing throughout the training program and adapt coaching methods and instructional styles where applicable. 
Adjust sessions or training program according to the results of monitoring and accepted best practice principles of the sport. 
Provide feedback to athlete to improve performance. 
Evaluate program according to the methods outlined in the plan and in consultation with athlete and support personnel. 
Address relevant competitive and or performance strategies, tactics and support needs. 
Continually monitor high-performance athlete's condition throughout competition events to determine factors that affect performance. 
Implement changes according to the results of monitoring and accepted best-practice principles of the sport. 

Forms

Assessment Cover Sheet

SISXCAI507A - Plan and implement high performance training programs
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

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Assessment Record Sheet

SISXCAI507A - Plan and implement high performance training programs

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

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Student signature:

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