Assessment Type:

Assignment

 

Assessor’s Name:

 

Assessment Outcome (S/NYS)

 

Student Declaration:

By submitting this assessment via Moodle, I declare that this is my own work and had not been copied or plagiarised from any other source. Please refer to the Student Handbook for more information.   For more information, please refer to: http://www.csf.edu.au/student-service/student-handbook-forms-and-policy-and-procedures/

 

Assessment Conditions:

Each assessment criteria is recorded as either Satisfactory (S) or Not Yet Satisfactory (NYS). A student can only achieve a ‘Satisfactory’ Assessment Outcome for the entire assessment when all assessment Criteria listed below are ‘Satisfactory’. A student who is assessed as ‘Not Yet Satisfactory’ is eligible for re-assessment with their trainer. All assessment answers must be typed, include this assessment cover sheet and uploaded in ‘WORD’ version to Moodle.

Feedback

 

 

Assessment Criteria The Unit of Competency displayed below with Elements and Performance criteria is the benchmark that you will be assessed against. Please contact your Assessor for further information regarding this UoC if required.
Element	Performance Criteria	S/NYS
1. Identify individual participant coaching needs.	1.1. Use questioning to identify and confirm individual participant needs, expectations and preferences.
	1.2. Apply principles of classification to determine disability class for participants with a disability.
	1.3. Assess participant functional ability and developmental readiness to acquire and perform sport-specific skills.
	1.4. Review individual participant needs to identify potential inclusion barriers and coaching risks.
2.Conduct coaching to meet individual participant needs.	2.1. Customise session plans to address potential inclusion barriers and mitigate coaching risks.
	2.2. Select and adapt equipment, coaching practice and communication styles to meet participant needs.
	2.3. Maintain professional boundaries with participants according to organisational policies and procedures.
	2.4.Monitor participation engagement, performance and safety risks and adjust coaching practices to maximise inclusion and training outcomes.
3.Evaluate inclusive coaching practices.	3.1. Monitor sessions to identify opportunities for increasing inclusion and improving training outcomes.
	3.2. Seek feedback from others to identify areas to improve own coaching practice.
	3.3.Reflect on own coaching practice to identify areas for improvement.
	3.4.Recognise own limitations in supporting inclusion and seek advice to address.

 

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role and:

• plan, conduct and evaluate three sport-specific coaching sessions on three occasions for a duration of at least 30 minutes each that involves:
• customising the session plans to meet the individual needs of participants from two of the following population groups:
• boys
• girls
• adolescent boys
• adolescent girls
• adult men
• adult women
• pregnant women
• older adults
• those with a physical disability
• those who are deaf or hard of hearing
• the blind and visually impaired
• those with a intellectual disability
• culturally and linguistically diverse groups
• applying inclusive and non-discriminatory coaching practices.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in the elements and performance criteria of this unit:

• organisational policies and procedures applicable to meeting individual participant needs
• key areas of diversity, their characteristics and ways to accommodate in coaching practices:
• culture, race and ethnicity
• disability
• religious and spiritual beliefs
• gender
• generational differences
• sexual orientation and identity
• principles of inclusion in sport:
• inclusive learning and participation
• how to be inclusive as a coach
• barriers to inclusion
• benefits versus risk of participation
• types and characteristics of specific population groups:
• boys
• girls
• adolescent boys
• adolescent girls
• adult men
• adult women
• pregnant women
• older adults
• those with a physical disability
• those who are deaf or hard of hearing
• the blind and visually impaired
• those with an intellectual disability
• culturally and linguistically diverse groups
• factors that affect participant ability to acquire skills:
• participation and competitive motivations
• medical needs
• levels of support and care
• physical
• previous experience
• level of literacy skills
• level of numeracy skills
• cognitive factors
• religious beliefs
• communication strategies
• cultural values
• social characteristics
• level of ability
• impact of disability
• aging processes
• range of movement
• safety factors
• recovery techniques
• functional ability
• coaching practice adaptations:
• coaching methods
• equipment adaptations
• duration of activity
• type of activity
• development and maturation:
• stages of growth and development
• long term growth considerations versus early specialisation
• impact of puberty:
• physical
• social
• differences between males and females
• overtraining and overuse in young participants
• classification systems to enable equitable competition among participants with similar functional ability and medical conditions
• competition options, rules and requirements for participants from specific population groups
• needs of female participants
• methods for self-reflection.

 

 

 

 

 

 

 

 

Assessment Checklist

 

Please check off each box as you complete each section of your assignment:

 

☐                     Student Name and Student ID on cover sheet.

 

☐                     Part 1 –Project

1. Plan sessionsfor specific population groups
2. Prepare and conduct three30 minutes sessions
3. Conduct coaching self-evaluation.

☐                      Part 2–Short Answers Questions

 

 

 

PART 1 – PROJECT (Satisfactory / Not yet satisfactory)

 

1. Plan the sessions

 

To complete this part of the assessment, you will be required to gather the information about participants and plan a sport specific session for two population groups. Each group need to have at least 3 members.

Please select population groups from the list below :

• boys
• girls
• adolescent boys
• adolescent girls
• adult men
• adult women
• pregnant women
• older adults
• those with a physical disability
• those who are deaf or hard of hearing
• the blind and visually impaired
• those with a intellectual disability
• culturally and linguistically diverse groups

 

 

 

 

• Conduct an interview with each member of the group to identify and confirm participant needs, expectations and preferences. To record information please use participation form.

(Could be in Resource folder on Moodle).

 

• Determine disability class for participants with a disability (if required).

 

• Review on the information that you gathered and write a report (300 – 400 words) for each participant addressing following points:

• current sport-specific skill level and functional ability of participants
• Potential inclusion barriers and coaching risks

Click to open file and it will automatically save here.

Member 1

 

Member 2

 

Member 3          

                                                               

 

 

 

 

2. Prepare and conduct the sessions

To complete this part of the assessment, you will be required to prepare and conduct three 30 minutes sessions for the groups you have selected in the previous part of assessment.

Click to open file and it will automatically save here.

 

 

Please refer to following observation criteria that you need to meetduring the practical sessions:

Duration of the session – 30 minutes Select and adapt equipment, coaching practice and communication styles to meet participant needs.

Maintain professional boundaries with participants according to organisational policies and procedures.

Monitor participation engagement, performance and safety risks and adjust coaching practices to maximise inclusion and training outcomes.

Monitor sessions to identify opportunities for increasing inclusion and improving training outcomes.

Seek feedback from others to identify areas to improve own coaching practice.

 

 

Click to openfile and it will automatically save here.

 

 

 

Students will need to submit a practical delivery template form signed by your assessor along with this assessment for grading.

3. Conduct coaching self-evaluation

To complete this part of the assessment, you will be required to complete self-evaluation report (250 words) based on the three sessions that you have conducted.

 

Monitoring and evaluating your own performance is crucial for ongoing improvement as a coach.

Reflect the following points in your coaching self-evaluation report:

• Identify your strengths and weaknesses as a coach
• Highlight areas for improvement
• Address your performance during the sessions
• Identify how can you improve planning your coaching sessions
• Who can you assist you with your coaching/planning if needed

 

PART B – SHORT ANSWERS QUESTIONS(Satisfactory / Not yet satisfactory) 

 

1. Please fill in the table

key areas of diversity	List three characteristics	Accommodate in coaching practices
culture, race and ethnicity
• disability
• religious and spiritual beliefs
• gender
• generational differences
• sexual orientation and identity

 

2. Explain the following principles of inclusion in sports:

• inclusive learning and participation

 

• how to be inclusive as a coach

 

• barriers to inclusion

 

• benefits versus risk of participation

 

 

 

3. Please fill in the table

specific population groups	List 3 characteristics for each group
boys
girls
adolescent boys
adolescent girls
adult men
adult women
pregnant women
older adults
those with a physical disability
those who are deaf or hard of hearing
the blind and visually impaired
those with an intellectual disability
culturally and linguistically diverse groups

 

 

4. Explain the following factors that affect participant ability to acquire

• participation and competitive motivations

 

• medical needs

 

• levels of support and care

 

• physical

 

• previous experience

 

• level of literacy skills

 

• level of numeracy skills

 

• cognitive factors

 

• religious beliefs

 

• communication strategies

 

• cultural values

 

• social characteristics

 

• level of ability

 

• impact of disability

 

• aging processes

 

• range of movement

 

• safety factors

 

• recovery techniques

 

• functional ability

 

 

5. Explain what is meant by the following coaching practice adaptations

• coaching methods

 

• equipment adaptations

 

• duration of activity

 

• type of activity

 

6. Describe stages of growth and development

 

 

 

7. List and explain3 advantages of long term growth considerations versus early specialization

 

8. Describe social and physical impact of puberty:

 

9. List and explain 3 differences between males and females participants

 

 

 

 

 

10. List and explain3 differences overtraining and overuse in young participants

 

11. What competition systems enables equitable competition among participants with similar functional ability and medical conditions

 

12. Provide an example of competition options, rules and requirements for participants from specific population groups

competition options
competition rules
Competition requirements

 

 

13. List and explainthe needs of female participants in a sport of your choosing

 

14. List and explain3 methods of coaching self reflection to athletes

Meet participant coaching needs