Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver SISSSCO013, 'Coach sport participants up to an advanced level'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Coach sport participants up to an advanced level' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENTS | PERFORMANCECRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Plan sport-specific sessions for participants up to an advanced level. | 1.1. Gather and review sport-specific participant information to assess developmental readiness of participants up to an advanced level. 1.2. Set sport-specific session objectives to meet developmental readiness of participants up to an advanced level. 1.3. Determine session content to address sport-specific session objectives. 1.4. Select coaching practices to meet sport-specific session objectives. 1.5. Develop and document sport-specific session plans for participants up to an advanced level. |
2. Prepare sport-specific sessions for participants up to an advanced level. | 2.1. Prepare facilities, equipment and resources to meet sport-specific session plan requirements. 2.2. Select and set up equipment for safe use by participants up to an advanced level. 2.3. Identify hazards, assess risks and implement risk control strategies to minimise risk to safety of participants up to an advanced level. |
3. Conduct sport-specific sessions for participants up to an advanced level. | 3.1. Communicate and confirm understanding of participants up to an advanced level of sport-specific session activity instructions and safe participation requirements. 3.2. Present, sequence and pace sport-specific session activities according to sport-specific session plans. 3.3. Select and use communication styles to achieve sport-specific session objectives. 3.4. Observe practice of participants up to an advanced level to assess participant ability to perform activities. 3.5. Modify sport-specific session activities as required to meet participants up to an advanced level needs and environmental conditions. 3.6. Monitor sport-specific sessions to identify and address risks to safety of participants up to an advanced level. 3.7. Analyse participant performance and provide feedback to participants to improve performance. 3.8. Conduct end of sport-specific session review to evaluate sport-specific session plan and inform future sport-specific session planning processes. |
4. Promote good behaviour. | 4.1. Communicate and model sport-specific 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 sport-specific coaching practice of participants up to an advanced level. 5.2. Reflect on own sport-specific coaching practice of participants up to an advanced level to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future sport-specific sessions with participants up to an advanced level. 5.4. Seek opportunities to address identified professional development needs. |