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Evidence Guide: SISSCGP305A - Plan coaching programs for junior sports players

Student: __________________________________________________

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Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

SISSCGP305A - Plan coaching programs for junior sports players

What evidence can you provide to prove your understanding of each of the following citeria?

Establish coaching program requirements.

  1. Identify learning goals for junior players.
  2. Assess readiness of junior players and confirm appropriate developmental program.
  3. Identify and assess constraints and risks associated with designing learning programs for junior players according to relevant legislation and organisational policies and procedures.
  4. Determine resources required for delivering the coaching program.
  5. Select delivery methods to suit group or individual learning needs and junior player characteristics.
Identify learning goals for junior players.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess readiness of junior players and confirm appropriate developmental program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and assess constraints and risks associated with designing learning programs for junior players according to relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine resources required for delivering the coaching program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select delivery methods to suit group or individual learning needs and junior player characteristics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop coaching programs.

  1. Design coaching programs that reflect player characteristics and provide appropriate sequencing of skill acquisition according to relevant legislation and organisational policies and procedures.
  2. Document coaching programs in appropriate detail and required formats.
Design coaching programs that reflect player characteristics and provide appropriate sequencing of skill acquisition according to relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document coaching programs in appropriate detail and required formats.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

designs and documents multi-session coaching plans to meet the diverse needs of junior sports players

applies knowledge of junior player's physical and psychological development stage and related learning needs or capacities

assesses constraints and risks associated with developing coaching programs for junior players

plans coaching programs and methods to deliver appropriate sequencing of skills that are consistent with professional codes of conduct.

Context of and specific resources for assessment

Assessment must ensure design of coaching programs relevant to the candidate's current or intended role that are of sufficient breadth to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

information on junior sports players, characteristics and learning goals

coaching program templates or formats.

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:

written or oral questioning to assess knowledge of organisational policies and procedures and legislative requirements when planning for junior players

portfolio of coaching programs and documentation

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:

SISSCGP202A Reflect on professional coaching role and practice.

Required Skills and Knowledge

Required skills

language and literacy skills to document coaching programs in required detail and formats

planning and organising skills to:

determine required venues and resources to provide an appropriate and safe learning environment for junior players

evaluate and manage risks associated with delivery of the coaching program

problem-solving skills to:

develop sport-specific coaching programs with correct sequencing of learning activities that provide appropriate progression and regression

recognise and accommodate the needs and differences of learners in different age groups and with different ability levels

select coaching styles appropriate to the purpose of the coaching program and characteristics of junior players

numeracy skills to support effective time management to structure coaching activities within available timeframes.

Required knowledge

physical, psychological and social characteristics of children and related stages for learning and coaching activities to enable the development of appropriate coaching programs

appropriate sequencing of skill development progression and regression activities across coaching sessions suited to individuals and groups

structure of coaching sessions

learning principles and delivery methods appropriate to junior learners

activity or sport-specific knowledge including rules, technical and tactical fundamentals

sport-specific equipment and resource requirements constraints and options

documentation and recording systems

legislation and organisational policies and procedures to enable safe and ethical coaching programming.

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

Learning goals may include:

social

psychological

physical.

Readiness may include:

growth rates

developmental stages

heat tolerance and hydration

physical ability

developmental stages

social characteristics

attention spans and motivation.

Constraints may include:

access to industry experts

access to sporting facilities and equipment

access to practice opportunities

cost of training

time required

scheduling

numbers and groupings of players.

Risks may include:

inappropriate facilities or equipment

inadequate equipment or resources

inappropriate coaching methods to suit needs and characteristics of learner or learners

inappropriate activities and instructions.

Relevant legislation may include:

occupational health and safety

working with children

duty of care

mandatory reporting

negligence

waivers and exclusion clauses

privacy.

Organisational policies and procedures may include:

occupational health and safety

use and maintenance of equipment and resources

time and budget requirements

sporting bodies policies

codes of conduct

code of ethics.

Resources may include:

sport-specific facilities or venues

equipment

technology

coaches.

Junior player characteristics may include:

age and maturity

physical and psychological development

ability

preferred learning styles

level of prior experience.

Coaching programs may include:

learning outcomes and goals

sequencing of sessions

resource requirements

risk management strategies

duration and focus of sessions

player's characteristics and needs

long and medium term learning objectives.