ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Plan intermediate Touch football session or sessions.

1.1. Assess participant's readiness and current knowledge of intermediate tactics and strategies of Touch in order to determine aims and objectives.

1.2. Develop a plan according to participant's needs and characteristics, relevant legislation, organisational policies and procedures and endorsed standards promoted by Touch.

1.3. Identify safety procedures associated with intermediate Touch drills, activities and games according to organisational policies and procedures.

1.4. Select and access location, equipment and resources according to organisational policies and procedures, and check to ensure safety and suitability.

2. Brief participants.

2.1. Communicate instructions and relevant information about intermediate Touch drills, activities and games in a manner appropriate to participants.

2.2. Encourage participants to seek clarification, information and feedback as required.

2.3. Inform participants of known and anticipated risks, safety procedures, appropriate behaviour and Touch rules and regulations.

2.4. Establish a suitable communication system to promote teamwork while participating in drills, activities and games.

2.5. Develop individual and team game plans which include tactics and strategies to counter strengths and weaknesses of own player or players and opposition player or players.

2.6. Prepare players psychologically for Touch games played at an intermediate level.

3. Conduct drills, activities and games.

3.1. Apply clear and accurate teaching and coaching techniques to impart required knowledge and the requirements of the tactics and strategies to be developed.

3.2. Conduct warm-up and introductory activities for participants to reduce the risk of injury.

3.3. Monitor individual participant's performance and maintain effective communication during intermediate Touch drills, activities and games.

3.4. Conduct in-game analysis and implement relevant adjustments where required.

3.5. Allow time for cooling down at the end of the session and inform participants of opportunities to further develop their Touch tactics and strategies.

4. Complete post-session responsibilities.

4.1. Provide opportunities for participants to identify their personal progress and satisfaction with drills, activities and games, and give feedback as required.

4.2. Analyse performances of individuals and the team, and develop relevant ongoing coaching strategies to enhance performance.

4.3. Evaluate relevant aspects of intermediate Touch game and determine the level of learning achieved.

4.4. Identify potential areas of improvement for future intermediate Touch games.

Required skills

communication skills to:

consult with participants to plan, conduct and evaluate Touch drills, activities and games that meet their needs

convey information about safety aspects

clarify positions, tactics and strategies

interact with participants to create a safe and positive team environment

problem-solving skills to:

plan suitable Touch drills, activities and games according to participant's needs and characteristics

determine player's intentions, movements, strengths and weaknesses

read and predict play

address participant difficulties in developing tactics and strategies

anticipate and respond appropriately to non-routine situations

planning and organisation skills to:

source, allocate and coordinate resources, equipment and a suitable location

monitor and evaluate short and long term progress

organise participants into manageable groups for intermediate Touch drills, activities and games

language and literacy skills to:

produce a plan for intermediate Touch session or sessions

complete post-game participant and self evaluations

give and receive feedback

teaching and coaching techniques to suit a range of participant's needs, characteristics and learning styles

numeracy skills to support effective time management to deliver drills, activities and games within allocated timeframes

personal intermediate level Touch tactics and strategies to a high level of technical correctness to demonstrate, explain and break down tactics and strategies for participants

first aid and emergency response skills appropriate to the location.

Required knowledge

legislation, organisational policies and procedures, and rules and regulations of intermediate Touch to ensure safe conduct of all activities

site specific information to assist in the planning process and enable management of potential risks, and any special restrictions applying to the location

equipment types, characteristics and technology used for intermediate Touch

teaching and coaching techniques and practices applicable to a range of ages and learning abilities

characteristics of a range of physical abilities, fitness and motor performance to enable assessment of participant readiness

intermediate Touch tactics and strategies, such as patterns of play in attack and defence and game plans for team and individuals, and how to implement these during a game

specific drills, activities and games that promote the learning of tactics and strategies in individuals and group

communication systems used between players, coaches, referees and support staff during intermediate Touch

psychological methods and techniques used in game preparation

positions and players of Touch and their roles and responsibilities on the field, during games

risks commonly associated with intermediate level Touch, and ways to avoid or prevent these

emergency response and safety procedures appropriate for intermediate Touch, to ensure risk minimisation to self and group.

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 following is essential:

plans and delivers information, explanations and demonstrations to ensure Touch activities are conducted safely, according to participant's needs and characteristics

observes and monitors the progress of participants and provides constructive feedback and intervention to improve and develop attacking and defending tactics and strategies of Touch to an intermediate level

uses and modifies coaching techniques, drills, activities and games to cater for a range of individual learning styles

evaluates and reflects on own coaching performance to identify strengths, weaknesses and areas that need improvement.

Context of and specific resources for assessment

Assessment must ensure conduct of safe drills, activities and games that reflect the needs and characteristics of a range of participants and are of sufficient duration and breadth to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

resources and information regarding participants and location to accurately plan, coach and evaluate intermediate Touch drills, activities and games for a variety of participants

local, national and international rules and regulations of Touch, International Activity Organisation laws and best practice codes of ethics

current relevant legislation and organisational policies and procedures that impact on the conduct of drills, activities and games

a suitable location, field or facility

a group of participants to take part in intermediate Touch session or sessions and games

suitably qualified referees

support staff, such as runners

equipment, such as Touch balls.

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:

oral or written questioning to assess knowledge of relevant legislation, organisational policies and procedures, and rules and regulations of Touch to enable safe conduct of all drills, activities and games

observation of safe coaching of intermediate Touch tactics and strategies and monitoring and adjusting instructional techniques according to participant's needs, characteristics and responses

portfolio of plans, self and or player evaluations

third-party reports from a supervisor detailing performance.

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

SISSTOU303A Teach the intermediate skills of Touch.

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.

Readiness may include:

levels of fitness

motor performance factors

compatibility between players in match situations

level of arousal which will enhance performance.

Intermediate tactics and strategies may include:

set plays

patterns and principles of play in attack and defence

decision making

reading play

match analysis

game plans for team and individuals

preparation time

communication.

Aims and objectives may include:

progressive skill acquisition

self-improvement

fitness targets

motivation

team skills.

Plan may include:

session's aims and objectives

date, time and duration

location

coach and participant ratios

resources

equipment

tactical and strategically based, technical or physical drills and activities

safety requirements.

Needs and characteristics may include:

age

cultural factors

fitness level and physical capabilities

knowledge of intermediate Touch tactics and strategies

injuries and illnesses.

Relevant legislation may include:

occupational health and safety

authority or permission from land owners, local council or Touch clubs

privacy

working with children

environmental regulations.

Organisational policies and procedures may include:

occupational health and safety

conflict resolution

communication protocols

use, care and maintenance of equipment and field

training and scheduling commitments

code of ethics.

Endorsed standards promoted by Touch may include:

the Australian Touch Association Incorporated Code of Conduct policy

Australian Touch Association Incorporated anti doping policy

Australian Sports Commission Harassment-free Sport policy.

Safety procedures may include:

group management in emergency situations

symptoms, treatment and prevention of common Touch injuries

equipment checking and usage.

Drills, activities may include:

those described in Australian Touch Association Level 1 Coach handbook

warm ups and cool downs

small group practices

individual and team practices

offensive and defensive situations

grid work.

Games may include:

coordinated positional plays

practice matches

small games

full games

games for outcomes.

Equipment may include:

Touch balls

uniforms with numbers.

Resources may include:

teaching and coaching tools

video equipment

sports science testing equipment

first aid kit.

Relevant information may include:

tactic and strategy focus

equipment and resource requirements, selection and use

objectives

rules and regulations of Touch

responsible and safe behaviour.

Risks may include:

injuries

exhaustion

dehydration.

Rules and regulations may include:

local, national and international rules of Touch football

International Activity Organisation laws

Australian Touch Association Incorporated code of ethics

age restrictions.

Communication system may include:

calls

hand and eye signals.

Game plans may include:

individual and team

set plays

targeting opposition players

style of play

situational plays.

Psychologically may include:

goal setting

visualisation

relaxation techniques

motivation techniques

focusing

creating values.

Teaching and coaching techniques may include:

demonstration

explanation

whole, part, whole approaches

shaping and modelling approaches

command and response approaches

reciprocal or peer tutoring approaches

feedback and refinement approaches

experiential, guided discovery and problem-solving

diagrams and drawings

individual, pair, small group and large group work

assessment and evaluation.

Required knowledge may include:

rules and regulations of Touch

Touch tactics and strategies

counteractive strategies encountered during competition

basic biomechanical principles:

balance

motion

factors affecting tactic and strategy acquisition

strengths and weaknesses of opposition and own team.

Participant's performance may include:

use of appropriate communication systems

team participation

speed and accuracy of performance

attitude and behaviour.

In-game analysis may include:

analysing game statistics

analysing game performances

psychological and motivational wellbeing of players

tactical strengths and weaknesses:

ability to successfully implement team plays

ability to use deception and prediction.

Relevant aspects may include:

effectiveness of the teaching and coaching session

suitability of teaching and coaching methods

feedback provided to or by participants

initial and final assessment of participant's abilities.