Application
This unit describes the performance outcomes, skills and knowledge required to adapt coaching practices in a specific sport to meet individual participant needs from a diverse range of population groups including but not limited to:
boys
girls
adolescent boys
adolescent girls
adult men
adult women
pregnant women
older adults
those with a physical disability
those who are deaf or hard of hearing
the blind and visually impaired
those with an intellectual disability
culturally and linguistically diverse groups.
This unit applies to individuals working in community based coaching roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations.
Specific industry accreditation requirements may apply to sport-specific coaching accreditation and information should be obtained from the relevant National Sporting Organisation (NSO).
Elements and Performance Criteria
ELEMENTS | PERFORMANCECRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Identify individual participant coaching needs. | 1.1. Use questioning to identify and confirm individual participant needs, expectations and preferences. 1.2. Apply principles of classification to determine disability class for participants with a disability. 1.3. Assess participant functional ability and developmental readiness to acquire and perform sport-specific skills. 1.4. Review individual participant needs to identify potential inclusion barriers and coaching risks. |
2. Conduct coaching to meet individual participant needs. | 2.1. Customise session plans to address potential inclusion barriers and mitigate coaching risks. 2.2. Select and adapt equipment, coaching practice and communication styles to meet participant needs. 2.3. Maintain professional boundaries with participants according to organisational policies and procedures. 2.4. Monitor participation engagement, performance and safety risks and adjust coaching practices to maximise inclusion and training outcomes. |
3. Evaluate inclusive coaching practices. | 3.1. Monitor sessions to identify opportunities for increasing inclusion and improving training outcomes. 3.2. Seek feedback from others to identify areas to improve own coaching practice. 3.3. Reflect on own coaching practice to identify areas for improvement. 3.4. Recognise own limitations in supporting inclusion and seek advice to address. |
Foundation Skills
Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement. | |
SKILLS | DESCRIPTION |
Reading skills to: | interpret participant information to identify individual participant needs interpret organisational policies and procedures relevant to inclusion. |
Writing skills to: | document modifications to session plans in required detail and format. |
Oral communications skills to: | use appropriate language to engage participant population groups ask open and closed questions and actively listen to determine and meet individual participant needs interact respectfully with diverse population groups. |
Learning skills to: | reflect on personal coaching approaches with diverse population groups as part of the review process. |
Problem-solving skills to: | respond to individual needs of participants from diverse population groups. |
Sectors
Sport
Competency Field
Sport Coaching