Required skills

planning and organising skills to

design a program with safe activities that stimulate young learners to develop fundamental perceptual motor skills

identify potential constraints and risks

confirm resource requirements

communication and interpersonal skills to

present and pace presentations according to characteristics of junior players

use ageappropriate terminology to support coaching

problemsolving skills to

recognise and accommodate the needs of individual learners of different age groups and ability levels

maintain engagement and enthusiasm of young learners

apply techniques to manage inappropriate behaviour

numeracy skills to support effective time management to deliver coaching activities within timeframes

selfmanagement skills to

reflect on personal coaching style

identify opportunities for improvement

Required knowledge

legislation and organisational policies and procedures to enable safe and appropriate conduct of all coaching activities

perceptual motor skills required to play a selected sport

physical psychological and social characteristics of children and related stages for learning and coaching activities to enable the development of appropriate program

learning principles and delivery methods appropriate to developing fundamental perceptual motor skills of junior learners

skill development progression and regression activities suited to individuals and groups

coaching techniques and methods of maintaining focus and engagement of learners

behaviours and abilities of learners which may indicate learner difficulties

session design and techniques for the recognition and resolution of inappropriate behaviours

sportspecific equipment and resource requirements

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 ability to

select and deliver learning activities to develop fundamental perceptual motor skills and apply strategies to maintain engagement and enthusiasm of novice or beginner participants

monitor learning progress of participants and modify activities accordingly

assess constraints and risks associated with the session and structure session to provide appropriate skill progression and regression to suit style of learning

apply risk and incident management procedures

identify improvement to sessions based on feedback obtained from participants and others

deliver safe coaching according to organisational policies and procedures relevant legislation and codes of behaviour

Context of and specific resources for assessment

Assessment must ensure

design and delivery of multiple fundamental perceptual motor skill development sessions relevant to the individuals current or intended coaching role that are of sufficient breadth to demonstrate competency and consistency of performance

Assessment must also ensure access to

a facility where the sportspecific range of coaching activities can be conducted

novice or beginner participants

equipment appropriate for the specific sport

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 interacting with novice or beginner participants to foster a positive learning environment

observation of delivering monitoring and adjusting effective coaching sessions

written or oral questioning to assess knowledge of the characteristics of novice or beginner participants and fundamental perceptual motor skills of the specific sport

portfolio of session plans and evaluations

Guidance information for assessment

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

sport specific technical units

Readinessmay include:

Constraints may include:

Risks may include:

Relevant legislationmay include:

Organisational policies and proceduresmay include:

Inclusive practices may be related to:

Resourcesmay include:

Coaching methodsmay include:

Novice or beginner participant characteristics may include:

Presentationsmay include:

Communication methodsmay include:

Incident management proceduresrefer to: