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 : | agematurity for agepreferences or protocols of different cultures, nationalities and religionsplayer motivation for participationcompatibility between players in match situations. |
Readiness may involve: | previous experience in team sports, especially Rugby Leaguecurrent Rugby League skills and knowledge of applicable lawsemotional capability to deal with playing in a competitive gamefitness levels and physical capabilities motor performance factorspast, current or recurring injuries and illnesses. |
Session aims and objectives may include: | progressive skill acquisition during drills, activities and gamesimprovement of individual player skillsimprovement of teamwork skillsimprovement of player fitnessmanagement of player injury. |
Plan may include: | session aims and objectivesdate, time and durationlocationcoach and participant ratiosresources requiredequipment requiredtailored drills, activities and games. |
Regulations may relate to: | occupational health and safety (OHS) legislationpermits from land management authorities or local councilsauthority or permission from Rugby League clubs or associationsprivacy legislationworking with children checksenvironmental protection regulations. |
Organisational policies and procedures may involve: | risk managementsafetymanagement of players' past, current or recurring injuries and illnessesconflict resolutioncommunication protocolsuse, care and maintenance of equipment and fieldtraining and scheduling commitments coach to participant ratioscodes of safety, conduct and ethicsharassment-free sports policies. |
Safety procedures may include: | group management in emergency situationsprevention and first aid treatment of common Rugby League injuriesmanagement of players' past, current or recurring injuries and illnessesequipment checking and usagefield safetysafe and clear communication systems. |
Drills, activities may involve: | developing skills to an intermediate level through appropriate sequencing of skillsprogressive skill acquisitionbreaking down complex skillsmodifying skill drillsgrid workcoordinated positional playswarm-ups and cool downs. |
Games may include: | those using the ARL International Laws of Rugby Leaguesimulated gamescompetition gamesgames, modified from a variety of sources, to meet specific player and team needspractice matches to develop skills to an intermediate level. |
Location may include: | Rugby League fieldsopen fieldsoff-field locations such as gyms and other venues where coaching may occur |
Equipment may include: | ARL-approved senior training and match Rugby League ballsuniformsappropriate footwearpersonal protective equipmentapproved and safe ankle braces and thigh protectorstackle bagsstop watcheswhistlescones and other approved and appropriate organisational aids. |
Resources may include: | teaching and coaching toolsvisual media equipmentfood and water and approved and safe containers first aid kit. |
Relevant information may include: | objectives of the sessionskills focus of the sessionequipment and resource requirements, selection and useresponsible and safe behaviour |
Risks may include: | collisionsinjuries including:fracturesdislocationssprainsstrainsconcussionsexhaustion from exposure to extreme heat or cold weatherdehydration. |
Communication systems may include: | callshand and eye signalsfacial expressions signsnodsgestures |
Teaching and coaching techniques may include: | six levels of learning as identified by the Australian Rugby Leaguedemonstrationbreaking down intermediate level and complex skills into appropriate componentsprogressing through, and linking, skills monitoring and observing progress fault detectionassessment of participants' skillsproviding positive reinforcement and feedback during and after drills, activities and games. |
Intermediate skills of Rugby League may include: | game sense and decision making at an intermediate levelbody protectionball handling:catchingpassing left and rightspin and passhit, spin and passrunning with, and without, the ball in possessionplaying the ballruck playskicking:drop kicksplace kicksgrubberstab kicksorthodox type punt kicksscrummaging:formation and bindingfeet placementpushingbreakingsafe scrummage play according to SafePlay Codeattack skills:dummy half runningevasion at contact, e.g. hit and spin sidestep swerve change of pace tackling:upright at contact (tackler or tacklee)multiple tacklesside-onfront-on (blocking)from behind. |
Required player knowledge may include: | the International Laws of Rugby League when to use different Rugby League skillsrole of player positions in the 13-a-side gamebasic biomechanical principles strengths and weaknesses of opposition and own teamequipment selection, use and maintenancecommunication systems used in Rugby Leaguesafety and risk management. |
Accepted best practice in Rugby League coaching may include: | positive role modellinggood sportsmanshippreventative practices to minimise safety risks and hazardspositivity in providing feedback on player performance. |
Endorsed standards may include: | Australian Sports Commission Harassment-free Sport policyAustralian Sports Commission Junior Sport policyAustralian Rugby League Anti-doping PolicyAustralian Rugby League Code of ConductAustralian Rugby League SafePlay Code. |
Participant's performance may include: | use of appropriate communication systemsaccuracy of skill, appropriate to individual player differencesteam participationattitude and behaviourability to link and use the skills of Rugby League to an intermediate level. |
Relevant aspects may include: | the quality of own performance in the coaching session effectiveness of the teaching and coaching sessionsuitability of teaching and coaching methodsfeedback provided to, or by, participantsinitial and final assessment of participants' abilitiesvalidity and reliability of coaching and assessment tools. |