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Evidence Guide: SISSSDE201 - Communicate effectively with others in a sport environment

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

 

SISSSDE201 - Communicate effectively with others in a sport environment

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

Develop effective working relationships.

  1. Identify own responsibilities and duties in relation to others and undertake activities in a manner that promotes cooperation and good relationships.
  2. Practise high standards of personal presentation according to organisational guidelines and specific requirements for particular duties or situations.
  3. Seek assistance from colleagues when required to fulfil responsibilities and duties.
  4. Offer assistance to colleagues when required.
  5. Encourage, acknowledge and act upon constructive feedback provided by others.
Identify own responsibilities and duties in relation to others and undertake activities in a manner that promotes cooperation and good relationships.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise high standards of personal presentation according to organisational guidelines and specific requirements for particular duties or situations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek assistance from colleagues when required to fulfil responsibilities and duties.

Completed
Date:

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Offer assistance to colleagues when required.

Completed
Date:

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Encourage, acknowledge and act upon constructive feedback provided by others.

Completed
Date:

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Use a range of communication mechanisms.

  1. Conduct communication with others in a polite, professional and friendly manner.
  2. Use language and tone appropriate to a given situation in both written and spoken communication.
  3. Use appropriate non-verbal communication in all situations.
  4. Show sensitivity to cultural and social differences.
  5. Use active listening and questioning to facilitate effective two-way communication.
  6. Select appropriate medium of communication for the particular audience, purpose and situation, taking into consideration characteristics of each medium and relevant factors involved.
Conduct communication with others in a polite, professional and friendly manner.

Completed
Date:

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Use language and tone appropriate to a given situation in both written and spoken communication.

Completed
Date:

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Use appropriate non-verbal communication in all situations.

Completed
Date:

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Show sensitivity to cultural and social differences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use active listening and questioning to facilitate effective two-way communication.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select appropriate medium of communication for the particular audience, purpose and situation, taking into consideration characteristics of each medium and relevant factors involved.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deal with issues and problems that arise.

  1. Respect differences in personal values and beliefs and their importance in the development of relationships.
  2. Identify any linguistic and cultural differences in communication styles and respond appropriately.
  3. Identify potential problems and conflict likely to be encountered in the sport environment and devise strategies to deal with these issues.
  4. Seek assistance from others when issues, problems and conflict arise and suggest possible ways of dealing with them or refer them to relevant others.
Respect differences in personal values and beliefs and their importance in the development of relationships.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify any linguistic and cultural differences in communication styles and respond appropriately.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential problems and conflict likely to be encountered in the sport environment and devise strategies to deal with these issues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek assistance from others when issues, problems and conflict arise and suggest possible ways of dealing with them or refer them to relevant others.

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:

develop effective relationships with others in the sport environment

provide support to others to ensure goals are met

seek feedback from others and taking appropriate action

select the right communication mechanisms when interacting with others

apply appropriate conflict resolution techniques.

Context of and specific resources for assessment

Assessment must ensure application of legal and ethical coaching practices as they relate to the individual’s current or intended sport.

Assessment must also ensure access to:

access to actual or simulated sport environment with a range of other people in a variety of roles

access to Sporting Organisation sport specific rules, regulations and requirements for role in individual’s chosen sport

access to ASC codes of behaviour.

Method of assessment

A range of assessment methods should be used to assess the practical skills and knowledge required to communicate effectively with others. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the individual

analysis of responses to case studies and scenarios

role-plays about communication situations and dealing with complaints and misunderstandings

demonstration of different communication techniques

observation of demonstrated techniques in resolving conflict

review of portfolios of evidence and third-party workplace reports of on-the-job performance by the individual.

Guidance information for assessment

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

SISSSCO202 Coach beginner or novice participants to develop fundamental motor skills

SISSSOF202 Officiate games or competitions

SISSSOF203 Judge competitive situations

sport-specific technical units.

Required Skills and Knowledge

Required skills

communication and interpersonal skills including active listening and questioning to obtain information to request advice, receive feedback and build relationships with others

culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities

meeting personal presentation standards according to organisational requirements

identifying and dealing with conflict situations, complaints and misunderstandings within scope of responsibility

problem-solving techniques to identify strategies to prevent misunderstandings and conflict.

Required knowledge

organisational policies and work procedures, roles and responsibilities

Sporting Organisation requirements specific to chosen role

characteristics, uses and conventions of different types of communication mediums

teamwork principles.

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.

Sources of informationmay include:

formal and informal research

media

reference books

legislation or plain English publications describing the law and responsibilities to comply

Australian Sports Commission (ASC)

libraries

National Sporting Organisations (NSO)

industry journals

internet

informal discussions and networking with officials

industry seminars

training courses

participation in industry accreditation schemes

industry codes of behaviour or ethics.

Responsibilities and duties may include:

code of conduct or behaviour

job description and employment arrangements

organisational policy relevant to coaching role

skills, training and competencies

supervision and accountability requirements including work health and safety

sport or club structures.

Othersmay include:

senior coaches

other coaches

club members

board or committee members

parents

players

spectators

assistants

volunteers

officials

administrators

sports trainers.

Personal presentationmay include:

uniform

hair and grooming

footwear

personal protective equipment

jewellery.

Feedbackmay include:

formal/informal performance appraisals

obtaining feedback from players

obtaining feedback from senior coaches and peers

self reflection.

Communicationmay include:

verbal

written format, such as electronic (e.g. email) or hard copy (e.g. letter)

by telephone

in languages other than English, including Australian Indigenous languages

visual, such as sign language:

via an interpreter.

Non-verbal communicationmay include:

body language

dress and accessories

gestures and mannerisms

voice tonality and volume

use of space

culturally specific communication customs and practices.

Cultural and social differencesmay include:

modes of greeting, farewelling and conversation

body language, including use of body gestures

formality of language.

Medium of communicationmay include:

fax

email or text message

simple written messages, such as equipment bookings

face-to-face

telephone

video

standard forms and pro formas

assistive technology, e.g. telephone typewriter (TTY)

through interpreters.

Issues and problemsmay include:

misunderstandings

selection disputes

abuse of officials and others

parent roles

team harmony

compliance with policies and procedures

members protection

complaints.