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

Student: __________________________________________________

Signature: _________________________________________________

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

 

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

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

Design a session to develop fundamental perceptual motor skills.

  1. Assess readiness of participants and select activities and drills with consideration to stage of physical growth and maturity.
  2. Identify and assess constraints and risks associated with delivering the training session according to relevant legislation and organisational policies and procedures.
  3. Incorporate inclusive practices in session design.
  4. Identify and confirm resources and specific learner support requirements for the training.
  5. Develop delivery methods and practice schedules appropriate to learning a physical skill and to needs of different participants.
Assess readiness of participants and select activities and drills with consideration to stage of physical growth and maturity.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and assess constraints and risks associated with delivering the training session according to relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate inclusive practices in session design.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and confirm resources and specific learner support requirements for the training.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop delivery methods and practice schedules appropriate to learning a physical skill and to needs of different participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver the session.

  1. Select coaching methods appropriate to participant needs and to development of physical skills.
  2. Match coaching methods to novice or beginner participant characteristics.
  3. Present, sequence and pace information according to needs of participants and session timeframe.
  4. Apply presentations and clear communication methods that are suited to learning needs of participants.
  5. Observe and monitor progress and manage group behavior to promote cooperation and good relationships.
  6. Devise skill development progression and regression activities according to needs of individuals and groups.
  7. Apply risk management principles to minimize risk of injuries and address specific individual safety needs.
  8. Implement incident management procedures to deal with any minor injury.
Select coaching methods appropriate to participant needs and to development of physical skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Match coaching methods to novice or beginner participant characteristics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present, sequence and pace information according to needs of participants and session timeframe.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply presentations and clear communication methods that are suited to learning needs of participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe and monitor progress and manage group behavior to promote cooperation and good relationships.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Devise skill development progression and regression activities according to needs of individuals and groups.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply risk management principles to minimize risk of injuries and address specific individual safety needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement incident management procedures to deal with any minor injury.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the session.

  1. Seek feedback from participants and others on effectiveness of the session.
  2. Identify modifications to future sessions based on feedback.
  3. Design links to next session to develop or progress skills.
Seek feedback from participants and others on effectiveness of the session.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify modifications to future sessions based on feedback.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design links to next session to develop or progress skills.

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 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.

Required Skills and Knowledge

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.

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 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.