ELEMENTS

PERFORMANCECRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan volleyball sessions for participants up to an intermediate level.

1.1. Gather and review volleyball participant information to assess developmental readiness of participants up to an intermediate level.

1.2. Set volleyball session objectives to meet developmental readiness of participants up to an intermediate level.

1.3. Determine session content to address volleyball session objectives.

1.4. Select coaching practices to meet volleyball session objectives.

1.5. Develop and document volleyball session plans for participants up to an intermediate level.

2. Prepare volleyball sessions for participants up to an intermediate level.

2.1. Prepare facilities, equipment and resources to meet volleyball session plan requirements.

2.2. Select and set up equipment for safe use by participants up to an intermediate level.

2.3. Identify hazards, assess risks and implement risk control strategies to minimise safety risk to participants up to an intermediate level.

3. Conduct volleyball sessions for participants up to an intermediate level.

3.1. Communicate and confirm understanding of volleyball session activity instructions and safe participation requirements of participants up to an intermediate level.

3.2. Present, sequence and pace volleyball session activities according to volleyball session plans.

3.3. Select and use communication styles to achieve volleyball session objectives.

3.4. Observe participants up to an intermediate level practice to assess participant ability to perform activities.

3.5. Modify volleyball session activities as required to meet needs of participants up to an intermediate level and environmental conditions.

3.6. Monitor volleyball sessions to identify and address safety risks to participants up to an intermediate level.

3.7. Analyse participant performance and provide feedback to participants to improve performance.

3.8. Conduct end of volleyball session review to evaluate volleyball session plan and inform future volleyball session planning processes.

4. Promote good behaviour.

4.1. Communicate and model volleyball participation behaviour standards.

4.2. Monitor participation to identify poor behaviour.

4.3. Use behaviour management strategies to address participant poor behaviour in accordance with organisational policies and procedures.

5. Reflect on coaching practice.

5.1. Seek feedback from others to identify areas to improve own volleyball coaching practice of participants up to an intermediate level.

5.2. Reflect on own volleyball coaching practice of participants up to an intermediate level to identify areas for improvement.

5.3. Analyse findings and incorporate learnings in future volleyball sessions with participants up to an intermediate level.

5.4. Seek opportunities to address identified professional development needs.

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 volleyball session plans

interpret documents that describe volleyball organisational policies and procedures.

Writing skills to:

record attendance.

Oral communications skills to:

use age-appropriate language to engage participants up to an intermediate level

ask open and closed questions and actively listen to determine and meet needs of participants up to an intermediate level

interact with participants up to an intermediate level in a polite and positive manner

give volleyball instructions to participants up to an intermediate level.

Numeracy skills to:

estimate time and space requirements for volleyball session activities

manage pair and group work for odd and even numbers of participants up to an intermediate level.