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Elements and Performance Criteria

  1. Prepare to coach officials.
  2. Conduct drills and activities to develop officiating skills.
  3. Prepare officials for competition.
  4. Analyse official’s competition performance.

Required Skills

Required skills

communication skills specifically the use of questioning techniques and clarity in oral communication

interpersonal skills to facilitate participation and encourage effective coaching outcomes

observation skills to determine strengths and weaknesses in officials competition performance

language and literacy skills to

access and interpret information about the officiating standards for the relevant level of game or competition

complete documentation in relation to session and officiating plans

problemsolving skills to

respond appropriately to performance problems experienced by officials

apply strategies to design coaching activities to meet identified needs

planning and organising skills to design and conduct coaching sessions for officials

Required knowledge

NSO and IF codes rules and guidelines including officiating standards

relevant legislation to enable safe conduct of activities

officiating codes of practice and best practice principles to coach officials to the highest standard

basic principles of training such as explanation demonstration review trainee explanation trainee demonstration and feedback

activities relevant to the sport and officiating level

basic principles of group management

Evidence Required

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

interpret relevant rules regulations and competition requirements to coach officials according to NSO and IF requirements

apply effective planning and organisation skills to deliver sessions to improve technical skills

use a range of coaching styles and teaching methods to transfer skills and knowledge to officials

observe and monitor the progress of the officials and provide feedback objectively within required time frames about performance enhancements

use a range of communication strategies to work effectively with officials

Context of and specific resources for assessment

Assessment must ensure

coaching of multiple officials over a sufficient period of time to observe progress in technical skills

Assessment must also ensure access to

a sportspecific training or competition setting or environment

participants equipment and facilities and support officials in a competition setting or environment

current NSO and IF rules and regulations and best practice principles for the development of officials

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 training sessions including making and communicating information about skills

observation providing feedback to officials after the competition or game

oral or written questioning to assess knowledge of NSO and IF rules and regulations for coaching officials

review of portfolios of evidence such as session and officiating plans

thirdparty reports from a supervisor detailing work performance

Guidance information for assessment

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

sportspecific units of competency


Range Statement

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 individual, accessibility of the item, and local industry and regional contexts) may also be included.

Key aspectsmay include:

current relevant registration and accreditation requirements

emotional tone:

hostile

emotionally charged

isolated

supportive

negative.

Stakeholders may include:

competitors

teams

coaches of individuals/teams

sports administrators

media

officials.

Session planmay include:

aims

dates and times

activity or drill components and structure

logistics

equipment required.

Equipment may include:

protective or safety

sport specific

training aids

personal equipment

technical equipment such as video, wireless and monitoring.

Coaching stylesmay include:

friendly and approachable while maintaining a 'professional distance'

clear, precise and if appropriate directive regarding non negotiable issues, e.g. safety factors

humorous when appropriate

laisez faire when appropriate

organised and efficient

a 'critical friend'

supportive and encouraging

motivational and inspiring

disciplinarian, including modification of undesirable behaviours in officials.

Teaching methods may include:

whole or part approaches

shaping approaches

modelling approaches

command and response approaches

directive approaches through specific set tasks

reciprocal or peer tutoring approaches

feedback and refinement approaches

guided discovery approaches (setting problems and allowing officials to discover solutions)

experimental or problem solving approaches.

Feedbackmay be:

verbal

written

visual

tactile

incremental during an event or activity

at completion.

Administrative requirementsmay include:

advice of appointment

level of competition

officiating partners

venue

start time

competition teams

format of competition

official's contact at competition.

Officiating plan must include:

anticipated focus of performance

goals

intended strategies

measures.

Performance problems or difficultiesmay include:

shyness or lack of confidence

ineffective communication

language or cultural barriers

insufficient knowledge of rules

distraction by players, coaches, spectators and others

physical fitness and preparation

psychological preparation

lack of resilience.

Communication strategies may include:

active listening

questioning techniques

rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood

empathising with the official’s situation while upholding rules and regulations

assertiveness

non-verbal communication and recognition of non-verbal signs

ability to speak clearly to be understood and use appropriate language, style and tone.