Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SISSSCO202 Mapping and Delivery Guide
Coach beginner or novice participants to develop fundamental motor skills

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency SISSSCO202 - Coach beginner or novice participants to develop fundamental motor skills
Description This unit describes the performance outcomes, skills and knowledge required to develop fundamental perceptual motor skills of participants. It requires the ability to plan, conduct and evaluate drills and activities for novice or beginner participants.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to those conducting coaching sessions of less than sixty minutes duration for novice or beginner participants in a community sport setting.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites SISSSCO101Develop and update knowledge of coaching practices
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Design a session to develop fundamental perceptual motor skills.
  • Assess readiness of participants and select activities and drills with consideration to stage of physical growth and maturity.
  • Identify and assess constraints and risks associated with delivering the training session according to relevant legislation and organisational policies and procedures.
  • Incorporate inclusive practices in session design.
  • Identify and confirm resources and specific learner support requirements for the training.
  • Develop delivery methods and practice schedules appropriate to learning a physical skill and to needs of different participants.
       
Element: Deliver the session.
  • Select coaching methods appropriate to participant needs and to development of physical skills.
  • Match coaching methods to novice or beginner participant characteristics.
  • Present, sequence and pace information according to needs of participants and session timeframe.
  • Apply presentations and clear communication methods that are suited to learning needs of participants.
  • Observe and monitor progress and manage group behavior to promote cooperation and good relationships.
  • Devise skill development progression and regression activities according to needs of individuals and groups.
  • Apply risk management principles to minimize risk of injuries and address specific individual safety needs.
  • Implement incident management procedures to deal with any minor injury.
       
Element: Review the session.
  • Seek feedback from participants and others on effectiveness of the session.
  • Identify modifications to future sessions based on feedback.
  • Design links to next session to develop or progress 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 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 individual’s 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 sport-specific 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.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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

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 age-appropriate terminology to support coaching

problem-solving 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

self-management 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

sport-specific equipment and resource requirements.

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.

Readinessmay include:

growth rates

developmental stages

heat tolerance and hydration

physical ability

skill level

social characteristics

injury and incapacity

attention spans.

Constraints may include:

access to industry experts, sporting facilities and equipment

access to practice opportunities

budget and time requirements

numbers and groupings of participants.

Risks may include:

inappropriate facilities and or equipment

adverse weather

environment

other users

inadequate equipment or resources

inappropriate coaching methods.

Relevant legislationmay include:

work health and safety

child protection

anti-discrimination

duty of care

mandatory reporting

negligence

waivers and exclusion clauses

privacy.

Organisational policies and proceduresmay include:

work health and safety

use and maintenance of equipment and resources

time and budget requirements

behaviour management

code of ethics.

Inclusive practices may be related to:

culture

gender

age

disability.

Resourcesmay include:

specific facilities and venues

support personnel

accessibility and availability of appropriate equipment and technology.

Coaching methodsmay include:

explanation and demonstration

drills, games and other activities

structured practice opportunities

behaviour management

progressive and regressive skill development activities

guided discovery approaches.

Novice or beginner participant characteristics may include:

age and maturity

stage of physical and psychological development and ability

preferred learning styles

level of prior experience.

Presentationsmay include:

active involvement of learners

generate interest and enthusiasm

inclusive instructional practices for learners with different learning needs

appropriate to the learning styles and preferences of individuals and groups

opportunities for participant ownership of the activity.

Communication methodsmay include:

tone and level of voice

terminology and language

verbal and body language

active listening and questioning

constructive and supportive feedback.

Incident management proceduresrefer to:

STOP

RICER

No HARM

management until arrival of medical or allied health professional

limitations of a coach untrained in first aid.

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
Assess readiness of participants and select activities and drills with consideration to stage of physical growth and maturity. 
Identify and assess constraints and risks associated with delivering the training session according to relevant legislation and organisational policies and procedures. 
Incorporate inclusive practices in session design. 
Identify and confirm resources and specific learner support requirements for the training. 
Develop delivery methods and practice schedules appropriate to learning a physical skill and to needs of different participants. 
Select coaching methods appropriate to participant needs and to development of physical skills. 
Match coaching methods to novice or beginner participant characteristics. 
Present, sequence and pace information according to needs of participants and session timeframe. 
Apply presentations and clear communication methods that are suited to learning needs of participants. 
Observe and monitor progress and manage group behavior to promote cooperation and good relationships. 
Devise skill development progression and regression activities according to needs of individuals and groups. 
Apply risk management principles to minimize risk of injuries and address specific individual safety needs. 
Implement incident management procedures to deal with any minor injury. 
Seek feedback from participants and others on effectiveness of the session. 
Identify modifications to future sessions based on feedback. 
Design links to next session to develop or progress skills. 

Forms

Assessment Cover Sheet

SISSSCO202 - Coach beginner or novice participants to develop fundamental motor skills
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

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

SISSSCO202 - Coach beginner or novice participants to develop fundamental motor skills

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

Assessor name:

Signature:

Date:

Student signature:

Date: