Final Submission:
8/03/2016
IMPLEMENTATION GUIDE
FOR NSW SPORT ORGANISATIONS
SUCCESSFULLY ALIGNING
SPORT TRAINING PACKAGE (SIS10) QUALIFICATIONS
and
NATIONAL COACHING ACCREDITATION SCHEME (NCAS)
COURSES
NSW DEPARTMENT OF EDUCATION AND COMMUNITIES
WWW.DET.NSW.EDU.AU
Copyright
© State of NSW, Department of Education & Communities 2012
Copyright owner
Copyright is owned by the NSW government. This material may be freely used by Australian Training
Organisations for educational purposes. You may not make it available for hire or re-sale with
financial gain.
All rights reserved. This work is copyright. If you use any portion of the material, you must
acknowledge NSW DEC as the copyright owner. If you develop enhancements of the material, you
must ensure that NSW DEC is appropriately acknowledged as the original copyright owner.
Outside these guidelines, all material is subject to copyright under the Copyright Act 1968.
Acknowledgements
NSW DEC would like to acknowledge the valuable contribution of the many people who generously
gave of their time and ideas and contributed to the development of this resource by providing
information, an industry perspective and review of the project materials.
Project Steering Committee
Julie Stafford
Lisa Gilbert
Melinda Larkin
Technical Input
Christian Renford
Andrew Cribb
Gina Rees
Ben Harris
Trevor Smith
Developed by
Rob Barnes
Danya Hodgetts
Education Manager
Project Manager
General Manager
NSW Sports Federation
Service Skills NSW
Service Skills NSW
CEO
Development Manager
Game Development Manager
National Education Manager
National Development Manager
Rowing NSW
Yachting NSW
Hockey NSW
Equestrian Australia
Squash Australia
Dangerous Minds Consulting Partners
Dangerous Minds Consulting Partners
This work has been produced initially with the assistance of funding provided by the NSW Department
of Education and Communities State Training Services, through the Skills Enhancement Program.
Further copies of this resource are available from
www.training.nsw.gov.au/skillsonline
For further information contact: skillsonline@det.nsw.edu.au
1
Pathways to Participation Project
Implementation Guide for Sport Organisations
Disclaimer
The views expressed in this work do not necessarily represent the views of the NSW Department of
Education and Communities. The NSW Department of Education and Communities does not give warranty
or accept any liability in relation to the content of this work.
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Pathways to Participation Project
Implementation Guide for Sport Organisations
TABLE OF CONTENTS
A SERVICE SKILLS AUSTRALIA PROJECT
INTRODUCTION ............................................................................................. 4
Pathways to Participation Project ......................................................................4
PROJECT RECOGNITION ................................................................................. 5
HOW TO USE THIS IMPLEMENTATION GUIDE EFFECTIVELY ........................... 5
SECTION 1: A RATIONALE FOR VOCATIONAL EDUCATION AND TRAINING .... 6
Why should my sport become involved with Vocational Education and Training? .....6
How can VET assist my organisation with Volunteer Management? ........................7
Who is Service Skills Australia? What do they offer Sport Organisations? ...............9
How does VET fit into the Sport & Recreation Industry Sector? ........................... 10
How does VET fit in with the NCAS system my sport already has in place? ........... 10
What are the benefits of working with both NCAS and VET? ............................... 11
SECTION 2: EXPLAINING VOCATIONAL EDUCATION AND TRAINING ........... 12
What is Vocational Education & Training (VET)? ................................................ 12
What is a Training Package? ........................................................................... 12
What does the Sport Training Package look like?............................................... 14
What is the difference between an accreditation and a qualification? ................... 15
SECTION 3: IMPLEMENTING THE SPORT TRAINING PACKAGE IN YOUR SPORT
.................................................................................................................... 17
How will adopting VET affect my existing courses? ............................................ 17
What is “mapping”? ....................................................................................... 17
If I am starting from scratch with my coaching courses, which system should I use?
.................................................................................................................. 17
Can you show me an example of what mapping looks like? ................................ 17
CONCLUSION ............................................................................................... 27
Where to from here? ..................................................................................... 27
APPENDICES ................................................................................................ 28
Appendix A Mapping Template: Completed mapping between BCGP & Certificate II
in Sport Coaching (Core Units) .................................................... 28
Appendix B Equestrian Mapping: Introductory Coach ....................................... 28
Appendix C Hockey Mapping: Level 1 ............................................................ 28
Appendix D Rowing Mapping: Learn to Row Coach .......................................... 28
Appendix E Squash Mapping: Level 1 ............................................................ 28
Appendix F Yachting Mapping: Instructor / Level 1 .......................................... 28
Appendix G Blank Mapping Template ............................................................. 28
3
[0.1 Report sub title]
INTRODUCTION
Pathways to Participation Project
This project contracts the NSW Sports Federation to work with Registered Training
Organisations (RTO), targeted National Sporting Organisations (NSO) and their
respective State Sporting Organisations (SSO) to identify the barriers that currently
exist in aligning the sport industry training with the National Training System. The
project will address these barriers and align/map the sport’s existing NCAS course to
units of competency in the National Training System. The project will assist RTOs,
NSOs and SSOs to work in partnership meeting each of their own individual needs and
engage their sport in Vocational Education & Training (VET).
The NSOs and SSOs will continue to deliver their original coach courses, but they will
now be aligned with the Australian Qualifications Training Framework (AQTF). This
broadens the scope for participants to be recognised by both their sport and the
broader industry.
Short-term project outcomes include:



Establish career pathways in the sport and recreation industry by clearly
identifying how sport industry accreditation can lead to VET qualifications
within the sport industry with established work outcomes. Aligning the two
systems will create additional pathways for job seekers wishing to work
within the industry, transition into other related industries, or recognise
their existing skills using the national training system.
Develop relationships between RTOs and NSOs/SSOs. This project will
assist training providers to engage in an appropriate manner with sporting
organisations (employers), individuals and organisations that conduct sport
and recreation activities. Strengthening these links will build employer
(NSO/SSO) confidence in the national training system and the ability of
providers to deliver quality training and assessment.
Develop an Implementation Guide that facilitates the linkages between
industry and VET training and also facilitates the access to the VET system
and the relationships between industry partners and RTOs.
Other project outcomes include:



Facilitate increased employer utilisation of traineeships within the sport
industry.
Encourage mature age people and young people who participate as
volunteers in the NSW sport industry to access the National Training
System.
Expand the pool of skilled workers available to the NSW Sport Industry.
Long-term project outcomes include:





Increase the uptake of Vocational Education and Training by the NSW
Sport Industry.
Make Vocational Education and Training more relevant to the needs of the
NSW Sport Industry.
Forge partnerships between National and State Sporting Organisations,
RTOs, State Training Centres and employees.
Increase RTO capacity to provide quality training and assessment services
(including RPL) to the NSW sport industry.
Demonstrate the ability of the Sport Training Package (SISX) to meet
industry needs.
4
Pathways to Participation Project
Implementation Guide for Sport Organisations
PROJECT RECOGNITION
A Project of
Developed by
Funded by
Coordinated by
How to Use this Implementation Guide Effectively
Unlike most Implementation Guides written in the VET sector this Guide has been developed
specifically for industry, not RTOs. In this case industry refers to NSW sporting
organisations (SSO). The Guide is designed to provide resource poor organisations with a
template from which they can achieve alignment between existing NCAS recognition and
recognition under the national sport training package.
This is a plain English resource free of many of the buzzwords and nomenclature required of an
Implementation Guide in the VET sector. The easier this Guide is to follow for SSO decision
makers and educators the higher rate of successful alignment.
With respect to the SSO personnel most likely to be using this Guide we have written Section 1
and 2 for SSO managers; and, the combination of Section 2 and 3 being most effective for
coaching directors, development officers and educators.
The many appendices represent examples of the tools and templates required to get SSO’s
started with the alignment of their courses with the training package.
5
Pathways to Participation Project
Implementation Guide for Sport Organisations
Section 1: A Rationale for Vocational Education and Training
Why should my sport become involved with Vocational Education and Training?
In the sport industry, the majority of training is delivered for coaches and officials. The
National Coaching Accreditation Scheme (NCAS) and National Officiating Accreditation Scheme
(NOAS) support this. The training is delivered by National and State Sporting Organisations
(NSOs & SSOs) and uses a competency based assessment model designed by the Australian
Sports Commission. Once a coach or official is deemed competent the NSO issues the coach or
official with the ASC-endorsed accreditation or registration for that sport.
However, this industry-based training is not aligned with Australia’s National Training System
competencies or standards. Due to the lack of alignment between the NCAS/NOAS and the
National Training System, qualifications issued under one system are not recognised by the
other.
This creates a barrier for individuals who have completed units of competency from the Sport
Industry Training Package and who wish to work as a coach or official for a National or State
Sporting Organisation as the NCAS/NOAS training is the required benchmark for jobseekers
wishing to work in the industry. At the same time, individuals accredited with the industry
based NCAS/NOAS are not awarded with formal recognition of their skills and are being denied
a pathway in Vocational Education and Training (VET) that may lead to a full qualification in
the sport or other related industry. This contributes to a low uptake of VET in the NSW Sport
Industry.1
Aligning your existing Coach Accreditation to the VET sector might seem onerous at first, but
the returns outweigh the investment.
The benefits of offering VET accredited qualifications include:

Employment pathways for coaches through the New Apprenticeship Scheme.
Your organisation may be able to employ coaches while they complete their training on
and off the job.

Government funding and subsidies for training and assessment.
State Departments of Education and Training have funding available for organisations to
develop the trainers and to deliver VET recognised training.

Recognition of qualifications across other industries.
This is a great bonus for volunteers. For example, a coach educator may complete a
Certificate IV in Workplace Training and Assessment so that they can deliver Coaching
Courses. This is a sought after qualification in many workplaces.

Improved quality of training and assessment processes.
The VET sector has in-built quality assurance processes that provide guidance and
advice on evolving your training procedures.

Improved quality of training and assessment resources.
The process of moving into the VET sector will generally require some modification of
resources. This can be a significant investment in staff time and dollars, but the finished
1
Service Skills Australia (n.d.) Pathways to Participation: Aligning the National Coaching and
Officiating Scheme to the National Training System. Retrieved July 8, 2010, from
http://www.serviceskills.com.au/pathways-to-participation
6
Pathways to Participation Project
Implementation Guide for Sport Organisations
result makes for a better training and assessment process for the trainers and
participants.

Recruitment of young coaches.
VET in schools is ubiquitous and your future potential coaches are familiar and
comfortable with the system. This existing training opportunity provides an early entry
into coaching.

Existing courses are enhanced not replaced.
Adopting the VET process does not mean that existing courses and processes need to
be replaced. In most cases, it is a simple process of identifying the gap between the
two sets of standards and developing an additional resource.

Both systems can run in parallel
In many sports, the Certificate II in Sport Coaching standard is higher than the sport’s
existing coaching course. Also, all coaches do not necessarily need to have the
Vocational qualification. When planning implementation of the VET qualifications your
training and assessment can be designed so that coaches can do one or both training
seamlessly adding value to the training experience.
How can VET assist my organisation with Volunteer Management?
Workforce development is how an industry or organisation attracts workers, retains people and
provides them with learning opportunities. In the sport industry this applies to both employees
and in particular volunteers.
Workforce development factors include:
1. the knowledge and skills the workforce (employees and volunteers) require
2. the organisation in which the workforce operate
3. broader factors such as government policy and funding, legislation, and industry
regulation and best practice.
Workforce development spans four levels:
1. the individual - knowledge, skills, motivation, attitude
2. the team - workforce cohesion
3. the organisation - recruitment and selection, performance management,
employment benefits, knowledge management
4. the system - education, funding, partnerships between key groups, opportunities for
collaborative problem-solving, workforce development support mechanisms.
Workforce development is more than education and training. It also embraces many existing
strategies already used or in place across industry, e.g. mentoring programs, industry
workshops, and on-the-job training programs.
Sportscan2010 reports:
The need for effective programming and improved levels of professionalism emerge as
important to fostering community participation in the sport, fitness, and outdoor and
community recreation industries, which in turn will increase potential at the participation
and elite level of a sport. Furthermore, skills like performance analysis and skill
acquisition are gaining in importance.
Exposure of non-traditional pathways provides opportunities to highlight what can be
achieved in the industry and attract people through indirect pathways. In addition,
mentoring can be used to pass on key skills and know how.
7
Pathways to Participation Project
Implementation Guide for Sport Organisations
The structure of the workforce represents the single greatest challenge in developing a
workforce development strategy for the sector. A mixture of full-time, part-time, casual
and volunteer workers, combined with the seasonal nature of many aspects of delivery,
create an environment that defies traditional workforce development. In addition, as
mentioned earlier, significant numbers of the workforce are young, highly mobile people
(17—25). While this mix is not unique to sport and recreation, the ratio of permanent to
non-permanent adds a unique dimension, placing particular pressures on planners. 2
The traditional workforce for sport, being parents and older adults, is starting to shift to
include younger people looking at volunteer and unpaid roles in sport as a stepping-stone to a
career in sport. It is the formal Australian Qualifications Training Framework (AQTF) that
provides the structure and recognition that creates the most valuable training experiences for
the next generation of workers.
It is critical that sporting organisations more clearly define and rationalise the roles they
require people to play in order for the sport to successfully deliver the game in the community.
With these roles identified (i.e. coach, manager, trainer, timekeeper, referee) the
competencies required to function in that role are defined and a worker can complete the
training and assessment required then become qualified and nationally recognised for their
qualifications both within the sport sector and the national training system.
This implementation guide addresses the alignment between the Certificate II in Sport
Coaching and the NCAS Level 1 or Introductory level coaching courses in five (5) sports. The
national sport training package contains four levels of qualifications which can be aligned to
the majority of a sport’s NCAS levels. The table below shows the alignment that may apply:
Certificate II in Sport Coaching
Level 1 / Introductory Club / Community / Junior Coach
Certificate III in Sport Coaching
Level 2 / Intermediate Club / Regional Coach
Certificate IV in Sport Coaching
Level 3 / Advanced Club / Regional / State Coach
Diploma of Sport Coaching
High Performance / Club / State / National Coach
In most cases very little work is required by a sport to assess the gap between the current
structure of their NCAS Coaching Programs at every level and the corresponding sport training
package qualification and associated units of competence.
Demonstrating where the gaps apply between the NCAS course and the applicable Certificate
in Sport Coaching is what this Implementation Guide has been designed to assist with.
2
Service Skills Australia (2010) Sportscan2010
8
Who is Service Skills Australia? What do they offer Sport Organisations?
Service Skills Australia (www.serviceskills.com.au) is a national industry skills council funded
by the Australian Government to support skills development. They represent a number of key
service industries including the Australian sport & recreation sector. Service Skills NSW
(www.serviceskillsnsw.com.au) is the peak body responsible for advising advice to the NSW
Government on a range of training and workforce development issues on behalf of the service
industries. The NSW skills council is the project manager for the Pathways to Participation
Project.
Creating a link between the Sport Training Package Qualifications and a sport
organisation’s existing training programs is the key objective of this implementation
guide and represents a significant step forward investing in the nationally recognised
skills and knowledge of workers in the sport sector.
One of the most compelling reasons for NSO / SSO’s to embrace this alignment is the
significant funding opportunities available.
For decades NSO / SSO’s have simply relied on funding from the ASC and respective State
Departments of Sport and Recreation to create coaching and officiating training for the sport’s
volunteers and unpaid workers. There has been little funding available for the development of
innovative training and assessment materials.
Numbers of newly trained coaches and officials have always featured as some of the KPIs a
sport reports to its funding agencies alongside numbers of participants in the sport. Indeed
without accredited coaches and officials a sport would not be able to be delivered effectively to
the community at all. Yet funding to deliver a quality training experience is significantly less
than for other programs in the sport.
The Federal Government and State Departments of Education & Training offer significant
funding opportunities for organisations seeking to meet skills shortages in sectors that are
important to the Australian economy and important to Australian society. The Sport Sector is
recognised as significant to our society and skills shortages in qualified coaches and officials
represent a barrier to growth and success on the sporting fields for which Australia boasts a
proud history.
NSO / SSOs should embrace a third strategic relationship in the pursuit of funding for
successful outcomes for their sport. First, continue to work with the Australian Sports
Commission and respective State Departments of Sport & Recreation. Second, work with
corporate supporters and sponsors. Now, add a relationship with Service Skills Australia and
Service Skills NSW, which is the Sport Sector’s link to the myriad of programs and
opportunities available in NSW for training and assessment in sport.
Industry Apprenticeship and Traineeship Training Programs are administered by each State
and Territory. Whilst each State and Territory program is slightly different in their
arrangements, they provide a contribution towards the cost of the delivery of apprenticeship
and traineeship qualifications by registered training organisations in their State.
For Example, in NSW The Apprenticeship and Traineeship Training Program provides a
contribution toward the delivery of apprenticeships and traineeships by RTOs to:
 NSW apprenticeships in selected trades and geographic areas
 NSW new entrant trainees from Certificate II to Certificate IV level and a small number
of Diplomas
 NSW school students in part-time apprenticeships and traineeships
Why do State and Territories provide this contribution?
9
Pathways to Participation Project
Implementation Guide for Sport Organisations
The primary purpose is to increase the take up and completion of apprenticeships and
traineeships by:
 Providing high quality, accessible training to apprentices and trainees
 Offering a choice of training providers for employers, apprentices and trainees
 Contributing to the development of more flexible and responsive training delivery that
supports the training needs of industry and employers
 Providing preliminary vocational skills training to potential apprentices and trainees.
How does VET fit into the Sport & Recreation Industry Sector?
The sport and recreation industry sector is characterised by a vast range of activities
and services delivered by paid, unpaid and volunteer workers. The industry is
currently broken down into the following four sectors:




Community recreation
Fitness
Outdoor recreation
Sport
Sport and recreation plays an important role in Australia and compliments other
industry sectors such as tourism, retail and hospitality.
Careers in the sport and recreation industry include:







Athlete support services
Fitness trainer or instructor
Community recreation centre manager
Team manager
Sports coach
Sports development officer
Outdoor recreation guide
Importantly, the Sport Sector benefits from the valuable contributions of thousands of
volunteers whose “careers” have included significant experiences participating in
training courses provided under the auspice of national or state sporting
organisations.
A sport’s workforce recruitment, induction and retention will benefit from the
opportunities available through VET in Sport. Enhancing training experiences for
volunteers is critical to a sport organisation’s ability to manage its volunteer workforce
and improving the workforce’s capacity to meet the demands of modern sport.
How does VET fit in with the NCAS system my sport already has in place?
There are more than 70 sports involved in the National Coaching Accreditation Scheme
(NCAS). Founded by the Australian Coaching Council (ACC) and now administered by the
Australian Sports Commission (ASC) these accreditation schemes are the foundations for
education programs targeting volunteer and paid coaches.
Each sport sets its own system of coach education and accreditation, within national guidelines
set by the Australian Sports Commission. Most state and regional sporting organisations
conduct regular coach accreditation courses.
NCAS training programs include the following components:
10
Pathways to Participation Project
Implementation Guide for Sport Organisations


coaching general principles – generic principles of coaching and athletic performance
that apply to all sports.
sport-specific – skills, techniques, strategies and approaches to the coaching in that
particular sport and its disciplines.
NCAS coaches are said to have met a minimum standard of competence recognised by
national and state sporting organisations and the ASC.
The NCAS governs the submission and validation of coaching and officiating courses written by
NSOs in accordance with broad set of guidelines and templates. Only eligible sports, those
recognised by the ASC, are able to submit coaching courses for recognition under the NCAS
frameworks.
What are the benefits of working with both NCAS and VET?
The benefits of alignment between your sport’s NCAS coaching accreditation and the Sport
Training Package qualifications are many however few are as important as being able to
provide people in your sport with a dual qualifications pathway. Embracing this opportunity is
the foundation of building the workforce our sport needs to stay vibrant and successful in the
future.
Much like the future of Australia’s economy relies on a skilled workforce and has the
Government funding tens of thousands of training places; sport needs to embrace workforce
development based on nationally recognised skills and knowledge. Only in the sport sector are
there two nationally recognised systems of training and assessment recognised by
Government and so alignment between the two offers a unique opportunity to provide
“workers” with unique recognition for their training and assessment achievements.
From the NSO / SSO perspective it is becoming increasingly important to have a training
system that recognises the sport specific skills and knowledge gained from outside the NSO /
SSO system. VET in Schools, private RTOs, TAFE and other training providers all offer, or are
able to offer, training and assessment in sport qualifications. NSO / SSO’s are encouraged to
partner with these organisations so the skills and knowledge gained are commensurate with
the current trends and practises within the sport itself. Ultimately, the alignment between the
NCAS and SIS10 courses will allow someone with a Certificate II in Sport Coaching (Rowing) to
be embraced by the sport of rowing in a coaching role with little or no requirement to complete
any further coaching qualification in the sport. The focus instead can be with “on-the-job”
training and learning in the context of the sport’s own policies and procedures in a sport
specific learning environment.
As the majority of sport sector training and assessment will continue to be delivered by NSO /
SSO’s themselves issuing dual qualifications is possible if (a) the sport has completed the
mapping described in this Implementation Guide and (b) is an RTO or has created a
partnership with an RTO. The end result is a Level 1 NCAS Coaching Certificate with a
Certificate II in Sport Coaching issued on the back. The learner has then achieved the best of
both worlds in that the NCAS accreditation is recognised throughout the sport sector and by
the Australian Sports Commission; and, the Certificate II is recognised throughout the Service
Skills industries and the broader Australian Qualifications Framework.
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Pathways to Participation Project
Implementation Guide for Sport Organisations
SECTION 2: Explaining Vocational Education and Training
What is Vocational Education & Training (VET)?
Put simply, vocational education and training (VET) is education and training for work
(paid and unpaid). It provides skills and knowledge for work through a national
training system.
Australia's national vocational education and training system is one of the world's best
and is governed by the Federal Government’s Department of Education, Employment
and Workplace Relations.
VET provides people with the skills and knowledge they require to:




enter the workforce for the first time
train or re-train for a new role
upgrade their skills
move into further study in VET or University.
The key elements of the system — which promote quality and national consistency in
terms of qualifications and the delivery of training — are:





Australian Qualifications Framework
Australian Quality Training Framework
State and territory training authorities
Industry skills councils
Registered training organisations
What is a Training Package?
Training package
A training package is a set of nationally endorsed standards and qualifications for
recognising and assessing people's skills in a specific industry, industry sector or
enterprise. A training package is similar to school curriculum. They are developed by
national Industry Skills Councils (ISCs) in consultation with industry and approved by
Government.
Training packages are a key feature of Australia's national vocational education and
training (VET) system. They are used as the basis for most of the programs delivered
in the VET system, including Australian Apprenticeships, training courses offered by
TAFE and private training organisation, VET in schools programs, recognition of
existing skills, and occupational licensing.
Training packages are developed with industry and are not owned by an individual
training provider. The training package that offers qualifications for sport coaches is
the Sport Training Package.
The diagram below is a graphical representation of a training package.
12
Pathways to Participation Project
Implementation Guide for Sport Organisations
The endorsed component of a training package is as described in the diagram above
and is common to all sectors contained with a specific training package providing the
framework within which training organisations must operate. Non-endorsed
components of a training package include course resources, delivery & assessment
tools and materials developed by organisation. It is here where an organisation can
maintain a competitive advantage in the training market based on their investment in
the non-endorsed components of delivering the qualifications.
Qualifications
Qualifications are the exit or certification points within a training package. Each
training package has a number of qualifications. These range from Certificate I
through to Certificate IV, and Diplomas. A full list of training packages can be found
at: http://www.ntis.gov.au/?trainingpackage/all
Each qualification level sits within the Australian Qualifications Framework that shows
what is expected of people at each level.
Certificate II
Certificate III
Certificate IV
Do the competencies enable an individual
with this qualification to:
Do the competencies enable an
individual with this qualification to:
Do the competencies enable an
individual with this qualification to:
Demonstrate basic operational knowledge
in a moderate range of areas
Demonstrate some relevant
theoretical knowledge
Demonstrate understanding of a
broad knowledge base
incorporating some theoretical
concepts
Apply a defined range of skills
Apply a range of well developed
skills
Apply known solutions to a limited range
of predictable problems
Apply known solutions to a variety
of predictable problems
Apply solutions to a defined range
of unpredictable problems
Perform a range of tasks where choice
between a limited range of options is
required
Perform processes that require a
range of well developed skills
where some distraction and
judgement is required
Identify and apply skill and
knowledge areas to a wide variety
of contexts with depth in some
areas
Assess and record information from
varied sources
Interpret available information
using discretion and judgement
Identify, analyse and evaluate
information from a variety of
sources
Take limited responsibility for own
outputs in work and learning
Take responsibility for own outputs
in work and learning
Take responsibility for own outputs
in relation to specified quality
standards
Take limited responsibility for the
output of others
Take limited responsibility for the
quality and quantify of the output
of others
13
Pathways to Participation Project
Implementation Guide for Sport Organisations
Unit of competency
Units of competency are the building blocks that make up qualifications. A unit of
competency has performance criteria, guides for assessment and collecting evidence
and information about content that will assist learners.
The diagram below shows part of a unit of competency and describes the element and
performance criteria.
Units of competency are grouped together to create the qualifications we discussed
earlier. The Certificate II in Sport Coaching below shows which Core Units of
Competency are required for this particular qualification.
What does the Sport Training Package look like?
The current training package is named SIS10 and is the result of two years consultation with
the Sport, Recreation and Fitness Sector. It is the combination of the individual sector training
packages and represents a significant advancement in creating a training framework that
meets the needs of the industry it serves.
The Sport Sector Qualifications are:
14
Pathways to Participation Project
Implementation Guide for Sport Organisations
Certificate II in Sport Coaching
Certificate II in Sport Career Oriented Participation
Certificate III in Sport Coaching
Certificate III in Sport Career Oriented Participation
Certificate III in Sport Trainer
Certificate IV in Sport Development
Certificate IV in Sport Coaching
Diploma of Sport Development
Diploma of Sport Coaching
1. Sport career oriented participation qualifications are designed for players seeking
employment to compete in their preferred sport.
2. Sport coaching Is self-explanatory other than to also highlight that officiating units of
competence are also available to create a qualification outcome applicable to volunteer and
paid officials, judges and referees.
3. The single sport trainer qualification creates an opportunity to achieve a formal
qualification for their role in supporting athlete, team safety, injury prevention and support.
4. Sport development recognises the need to have access to qualifications that combine the
administrative competencies and sport specific competencies required to be successful
when working for a sporting organisation often in the broadly-defined role of Development
Officer.
What is the difference between an accreditation and a qualification?
In many other industries the link between the industry’s accreditation system and the relevant
qualifications framework is intrinsic. Many professions base their professional credentials
(accreditation) on the quality training provided their professionals through vocational, tertiary
and other endorsed training organisations.
For example in the fitness industry, instructors and trainers complete Fitness Qualifications
before being registered (read: accredited) by the peak industry body to work in a gym, fitness
centre or business. The training required to achieve the qualification is delivered by an
registered training organisation (RTO) leaving the peak industry body to govern the standards
by which people enter and remain in the industry’s workforce.
The Sport Sector has a well established accreditation system which is managed by individual
sports and overseen by the Australian Sports Commission. The nationally recognised
qualification framework (the Sport Training Package) is being used by schools, TAFE colleges
and other registered training organisations. The issue is that there are few links between these
two systems.
It is important for the Sport Sector to understand there is a distinct difference
between Accreditation and Qualification thus allowing them the ability to thrive
alongside each other.
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The table below sets out factors that differentiate the two:
Accreditation
Qualification
Owned by the Sport
It is sport that chooses to recognise and accredit
their coaches. In addition to holding a training
qualification, sports may have additional
requirements such as working with children
checks or first aid requirements.
No Owner
Any RTO that has the units of competency on
their scope of registration can deliver and issue
qualifications. It is important to remember that
the sport is still required to recognise these
coaches through the accreditation process.
Sport is encouraged to provide feedback of the
qualifications they use, and particularly on their
sport specific units of competency.
Expiry date
Accreditation has an expiry date. To maintain
accreditation, coaches usually have to complete
practical coaching hours and professional
development activities.
No Expiry
Someone who has a Certificate II in Sport
Coaching has this qualification for life. However,
qualification holders may be required to show
Recognition of Current Competency.
Working with Children Requirements
All sports are governed by their respective
state’s Working with Children checks. This won’t
apply to coaches of adults, but due to the
prevalence of coaching junior players, most
coaches are required to meet this condition.
http://www.aifs.gov.au/nch/pubs/sheets/rs13/rs
13.html
Australian Sports Commission
requirements
All National Sports Organisations must submit
their Coaching courses to the Australian Sports
Commission every four years for approval. This
process involves a review by ASC staff and an
external reviewer. The criteria for this review
can be found at:
http://ausport.gov.au/participating/coachofficial/
Guidelines/design_guidelines
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Pathways to Participation Project
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Section 3: Implementing the Sport Training Package in Your
Sport
How will adopting VET affect my existing courses?
It is important to remember that not all of your coaches will need or want the VET qualification –
the NCAS accreditation will be sufficient. Think about who will benefit from this training and target
them. Potential VET candidates may include: VET in school students, apprentice coaches or
professional/high performance coaches.
We recognise that most sports won’t be starting with a blank slate. Many sports have excellent,
well-established coach training programs. Incorporating VET into your sport doesn’t mean these
programs need to be removed or changed in any way. By undertaking a mapping process, sports
will be able to use either or both systems in parallel.
What is “mapping”?
Mapping is a generic word and is used to mean many different (and sometimes conflicting) things.
Mapping is the process of determining commonalities and gaps between two standards. This might
be between a person’s individual skills against a qualification to determine Recognition of Prior
Learning (RPL), between an existing non-VET award and a qualification, or mapping training
package qualifications to a job role. Mapping can be a two-way process, depending on what you
are mapping from and mapping to.
If I am starting from scratch with my coaching courses, which system should I use?
A sport that is in the process of major renewal in their coach courses, may choose to adopt the
VET structure completely, or continue to use the ASC’s curriculum and guidance for courses.
There is no recommended or required choice, so sports will need to go with what they feel suits
their needs best.
Whichever system you decide to adopt, we have completed the mapping between the ASC’s
Beginning Coaching General Principles and the Certificate II in Sport Coaching, so that you can
verify the equivalency between the two systems.
Mapping is a qualitative and, therefore, subjective process. To bring consistency and integrity to a
mapping exercise, a validation process is also completed. Validity will be discussed later in this
guide.
Can you show me an example of what mapping looks like?
This Guide will explain how to undertake the mapping process, using the real example of five
existing sport industry courses (NCAS Level 1) and how they do (and do not) match up with the
units of competence in the Certificate II in Sport Coaching.
National Sport Organisations (NSOs) either have the Australian Sports Commission (ASC)
Beginning Coaching General Principles (BCGP) integrated in their NCAS programs; or, they
require learners to complete BCGP prior to enrolment in their NCAS program. This can be
completed online and for free courtesy of the ASC Website.
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Because all sports use this content in their courses, this is the first thing that has been mapped.
You can see the mapping completed for the ASC Beginning Coaching General Principles and the
five sports at Appendix B, C, D, E and F.
The table below lists the topics from the Core Units of the Certificate II in Sport Coaching and the
Modules contained within the Beginning Coaching General Principles.
MODULES (5)
CORE UNITS (6)
BEGINNING COACHING
GENERAL PRINCIPLES
CERTIFICATE II IN SPORT COACHING
1.
Role of the Coach
1.
1.
Apply First Aid
2.
Planning & Reviewing
2.
2.
Apply legal and ethical coaching practise
3.
Risk Management
3.
3.
Organise and complete daily work activities
4.
The Coach in Action
4.
4.
Work effectively in a sport and recreation
environment
5.
Athlete Development
5.
5.
Follow occupational health and safety policies
6.
6.
Assist in preparing and conducting sport or
recreation sessions.
The Certificate II in Sport Coaching has six core units of competency. If your sport is represented
in the specialisation units (usually 1-2 units of competency), you will need these as well. The
remainder of the units (5-6 units of competency) are your choice (electives). This is where
familiarity with your own material will be useful because you will be able to browse through the
units of competency and look for units that match your existing coaching course material.
Can anyone do mapping?
Someone who has familiarity with the qualification that you are mapping from is best placed to
undertake the mapping process. In this instance, we are mapping from a sport’s existing coaching
course, so someone with familiarity with your sport’s coaching program is best suited to doing the
mapping for your sport.
Step by Step Guide to Mapping
Mapping is a process of matching – looking for commonalities. After the matching is completed any
gaps in training outcomes between a sport’s NCAS programs and the corresponding Sport
Training Package Qualification can be identified.
STEP 1:
Determine if the ASC’s Beginning Coaching General Principles is
separate or integrated into your coaching course
Sports vary in how they develop and deliver their content. How you work with the
requirement of the ASC to deliver the Beginning Coaching General Principles will
determine your approach to this mapping process.

Is the BCGP included into your course and delivered as part of your
coaching program in a sport-specific way? If so, the BCGP is integrated. If
you have the BGCP integrated, you will need to use Appendix I for your
mapping exercise.
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
Do you get coaches to complete the ASC’s Beginning Coaching General
Principles (BCGP) as a perquisite to attending your course? If so, the BCGP
is separate. This makes the process a little bit easier for your sport, because
a large part of the mapping process has already been completed for you.
Appendix A is the mapping completed between BCGP and Certificate II in
Sport Coaching core units of competence. You just need to look at the
remaining blank sections (27%), as per the following steps. The following
table summarises the links between the number of learning outcomes in
BCGP and Performance Criteria for the core units in Certificate II.
Core units (6)
Unit code
Unit Title
HLTFA301B
SISSCGP201A
BSBWOR202A
SISXIND101A
Apply first aid
Apply legal and ethical coaching practices
Organise and complete daily work activities
Work effectively in a sport and recreation
environment
Follow occupational health and safety
practices
Assist in preparing and conducting sport or
recreation sessions
SISXOHS201A
SISCAI102A
Step 2:
10/10
17/22
Gather the materials and documents
●
●
●
Step 3:
ASC Beginning Coaching
General Principles
Number of Assessment Criteria
covered
9/22
11/11
5/11
15/16
The relevant mapping template from Step 1 that will assist you to complete the
mapping exercise.
Collect any curriculum documents that outline your sport’s learning outcomes or
competencies; presenter guides; learner workbooks and any other assessment
tools, such as practical coaching checklists.
You also need a copy of the relevant units of competency from the Sport
Industry Training Package. In this example, it is the Certificate II in Sport
Coaching. These can be obtained from
http://www.ntis.gov.au/Default.aspx?/trainingpackage/SRS03
Look at the Certificate II in Sport Coaching Units of Competency
Core
●
●
●
Look at the performance criteria for each of the units of competency contained
within the Certificate II in Sport Coaching. These are in the left hand column on
the mapping template.
Review your course material and decide if you cover that criteria in your course.
If you decide you can meet that criteria through your existing course, use the
right hand columns to record where in your course you assess these criteria,
what tool is used, where it is covered in the leaning materials. Specify the
activity, page or question if you can. If you can’t fill all of a row out, don’t worry.
Just fill out what you can.
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Step 4:
Look at other Certificate II in Sport Coaching Units of
Competency specialisation units (if applicable)
●
●
●
Step 5:
Look at other Certificate II in Sport Coaching Units of
Competency electives
●
●
●
●
●
Step 6:
Some sports have specific specialisation units in the sport training package. If
you are one of these sports, you should use these in the mapping. If your sport
does not have any specialisation units, you might like to consider working with
Service Skills Australia to incorporate some. In the meantime, skip Step 3 and
move on to Step 4.
It is highly likely you will get 100%, or a very close match with your existing
materials.
Repeat for the process as per Step 2. However you will need to cut and paste
the elements and performance criteria from each unit of competency into the
document.
When you have covered the core, look through the list of electives. There is a
list of suggested electives specifically for the Certificate II in Sport Coaching.
What you are looking for is Units of Competency that match with your existing
course. The more equivalency you can find to your current course, the smaller
the ‘gap’ will be. This means there will be less work for your coaches to do to get
the Certificate II in Sport Coaching.
If the elective units of competency don’t seem applicable, there are other units
that you can access. Look at units from the Certificate III in Sport Coaching or
other units in the Sport Training Package.
You may also find relevant units in other Training Packages. Some of the
training packages that might be relevant are: Fitness, Outdoor Recreation,
Community Recreation, Training and Education, or other training packages that
relate to your sport. For example, the mapping of Equestrian found equivalent
units from the Rural Production Training Package with a unit called Provide
Daily Care for Horses.
You can use Units of Competency from any Training Package. However, 2/3 of
the Units of Competency must come from the Sport Training Package.
Identifying the gap
After you have matched up as much of your existing course as possible, record the
units of competency you have found matches or partial matches for in the table
below.
●
●
For those sports that have the BCGP separate, the assessment criteria already
covered are listed below. Add any additional assessment required
For those sports who have the integrated BCGP, deleted the column with
numbers in it.
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Core units (6)
Unit code
Unit Title
HLTFA301B
SISSCGP201A
Apply first aid
Apply legal and ethical coaching
practices
Organise and complete daily work
activities
Work effectively in a sport and
recreation environment
Follow occupational health and
safety practices
Assist in preparing and conducting
sport or recreation sessions
BSBWOR202A
SISXIND101A
SISXOHS201A
SISCAI102A
ASC Beginning
Coaching General
Principles
# of Assessment
Criteria covered
9/22
11/11
Your Sport’s
Coaching Course
# of Assessment
Criteria covered
5/11
15/16
10/10
17/22
Specialisation (if
applicable)
ASC Beginning
Coaching General
Principles
Your Sport’s
Coaching Course
Electives (7
minus number of
specialisation
units)
ASC Beginning
Coaching General
Principles
Your Sport’s
Coaching Course
SISSCGP304A
SISSCGP202A
●
Step 7:
Coach junior sports players
Reflect on professional coaching
role practice
18/18
5/9
The remaining elements and/or performance criteria to be covered are the gap
between your coaching course and the Certificate II in Sport Coaching
Filling the gap with training and assessment
The mapping process will identify that most sport’s Level 1 or Beginning Coaching
Courses will require some additional training and assessment to gain equivalency
with the Certificate II in Sport Coaching.
As discussed earlier, most sports will keep their existing course and develop an
add-on program that fills the gap that you have identified. This allows your existing
course to continue if you do not wish to put everyone through the VET courses.
An alternative to this is to adopt the Certificate II in Sport Coaching as your sport’s
standard coaching course, which may not be practical or desirable for many sports.
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Training and Assessment is about taking learners from their current skill level, to a
desired skill level. Our desired skills levels have been determined by the
Performance Criteria were identified as the gap. We then provide our learners with
a learning experience. The learning experience might be through a range of
experiences, including reading material, participating in a workshop, or working with
a mentor.
When the trainer and learner are confident in the learner’s ability to meet the
performance criteria, the learner’s ability to perform the skill is measured through
assessment. Like learning, assessment can be done in a range of ways, including
observation of completing the job by a third party, oral or written questions, or a
research report.
●
●
●
●
Step 7:
Look at your assessment criteria that you need to include in your course that
you are designing. Check if some of these can be grouped together logically to
make modules.
For example, you might decide to group SISSCGP201A Apply legal and ethical
coaching practices with SISXOHS201A Follow occupational health and safety
policies. Or you might decide to combine SISXCAI102A Assist in preparing and
conducting sport or recreation sessions with your sports specialisation. If you
look at the units of competency themselves, under Methods of assessment,
there are some suggestions of where you can combine this unit with another to
conduct holistic assessment.
You may also have one or two performance criteria that would fit with your
already existing training and assessment and might just be an extra couple of
questions in your coach workbook.
This step is highly individual, so how things will end up will depend on your
course and your mapping. It is a bit like a jigsaw puzzle.
Writing learning outcomes
If we need to develop learning and assessment materials for SISXIND101A Work
effectively in sport and recreation environments, there are four elements containing
a total of 16 performance criteria.
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We will just look at Element 1 and its respective performance criteria for the
purposes of this exercise.
Element 1 is Develop sport and recreation industry knowledge. There are four (4)
Performance Criteria:
1.1
Identify and access sources of information on the sport and
recreation industry
1.2
Apply industry information in day-to-day work activities
1.3
Identify the economic and social significance of sport
1.4
Update knowledge and share with clients and colleagues as
appropriate
1.5
Identify the role of volunteers within the sport and recreation industry
So, our learning outcomes can be listed as per the following example.
At the end of the lesson, learners should be able to:
Identify and access sources of information on the sport and
recreation industry
Apply industry information in day-to-day work activities
Identify the economic and social significance of sport
Update knowledge and share with clients and colleagues as
appropriate
Identify the role of volunteers within the sport and recreation industry
Step 8:
Determine assessment methods
So we know what we need to measure. Next we need to think about how we
measure it: the assessment. At the back of the unit of competency there is an
evidence guide that helps us.
Example:
The evidence guide has a context of and specific resources for assessment and a
‘methods of assessment’ section. In our example, the methods of assessment listed
are:
 Observation of completing job tasks and interacting with staff and clients in the
provision of customer service
 Oral and/or written questioning to assess knowledge of organisational and
legislative requirements and their application to the work role
 A research project documenting information collected and analysed about the
sport and recreation industry and its relevance to work activities
 Third party reports from a supervisor detailing performance
 There is a range of suggested assessment methods. Different performance
criteria are better suited to different assessment methods.
For example, criteria 1.1, 1.3 and 1.5 are knowledge based. The giveaway is the
verb used at the start: to identify. So learners just need to know these things, rather
than demonstrate them. These can be assessed through oral and/or written
questioning, or through a research project.
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Assessment of this nature could be assessed in a face-to-face situation, such as at
a traditional coaching course. If you have limited face-to-face time with the learners,
they could do this assessment post course. Given the basic nature of the
information, it could also be done pre-course.
So a post course assignment could have the following:
 Using the Internet, find three coaching websites that may assist you as a
coach. List each website and provide a short summary of each.
 What is the economic and social significance of sport? You should consider
the impact of volunteers, the positive and negative impacts of health and
national pride.
 What role do volunteers play within the sport and recreation industry?
 Resources you might find useful with these questions are:
 Australian Sports Commission (www.ausport.gov.au)
 Sport, Fitness, Community and Outdoor Recreation – Environmental Scan
2009
http://www.serviceskills.com.au/sites/default/files/6.%20Sport_Scan_09.pdf
The remaining two performance criteria have verbs that suggest more action. These
would be best-assessed using observation or third party reports (a checklist
completed by an assessor) in the workplace. If a workplace isn’t available, the
observation could be of a role-play, or learners could be questioned about what they
would do in a workplace situation.
1.2
1.3
Apply industry information in day-to-day work activities
Update knowledge and share with clients and colleagues as appropriate
The assessment for these might be a checklist that can be completed by an
observer. There would be preliminary instructions on what they needed to observe
and then two criteria:
Does the learner:
 use industry information in day-to-day activities? Please list an example
of the information used_______________
 update their knowledge and share it with clients and colleagues?
This checklist may include criteria from other units of competency, so that this one
assessment process of getting a third party to observe a coach in the workplace can
cover a range of performance criteria. Similarly, the post course assignment can
consist of a range of assessment.
Step 9:
Design learning strategies
Think about what content the learners will need to assist them. This doesn’t need to
be delivered via PowerPoint (and it’s probably better if it isn’t).
Some ideas of different delivery methods are:
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










Lecture/formal presentation
Discussion groups/group work
Brainstorm
Question and answer
Case study/scenario
Role play
Interactive DVD/video & activity
Home study
Demonstration
Practical activity
Peer teaching
It is important to remember that assisting learners to achieve the learning outcomes
(i.e. the teaching) doesn’t and shouldn’t always be a lecture. Adult learners come to
coaching courses with a range of knowledge and experiences. Not acknowledging
this and talking to them is not an effective teaching method.
Make some dot points/headings of what the learner will need. These can then be
used to work out your learning strategies.
Example:
At the end of the lesson, learners should be able to:
•
Identify and access sources of information on the sport and recreation
industry
•
Apply industry information in day-to-day work activities
•
Identify the economic and social significance of sport
•
Update knowledge and share with clients and colleagues as appropriate
•
Identify the role of volunteers within the sport and recreation industry
Given the learning outcomes above, how can we facilitate the learning process to
assist learners in achieving these learning outcomes?
The range statement at the back of the unit of competency gives further details
about each performance criteria.
For example, our first learning outcome has further information in the range
statement saying that sources of information may include:
•
Media
•
Books
•
Unions
•
Industry associations and organisations
•
Industry journals
•
Personal observations and experience
All of these examples aren’t relevant to everyone, and you may have another. For
example, the Internet isn’t listed, and this is a common method to get information.
This isn’t a particularly high level-learning outcome, and the “answer” can probably
be derived by most of the learners.
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In this case, the learning activity might be a whole of group discussion about
information they find useful as sport coaches.
The assessment could be getting learners to list 3 useful sources of information
about the sport industry.
Step 10:
Validate your findings
As we discussed earlier, mapping is subjective – it is up to your interpretation. Like
mapping, the term validation can be used in a number of different terms. As well as
the definition we are using here, validation is also used in looking at the assessment
of learner’s work.
A validation process assists in improving the consistency of mapping. This guide on
conducting validation has been guided by TAEASS403A: Participate in assessment
validation.
i. Identify 3-5 key educators in your sport or industry that can give feedback on
your mapping, training strategies and assessment tools.
ii. Provide them with (if they don’t have them):
1. A copy of your mapping, training strategies and assessment tools
2. A copy of any curriculum documents that outline your sport’s learning
outcomes or competencies; presenter guides; learner workbooks and
any other assessment tools, such as practical coaching checklists.
3. Any related policy documents such as Assessment Policies. These
documents will outline recognition of prior learning, grievances,
flexible delivery, qualifications of trainers and assessors and other
related issues. Your National Sport Organisation will most likely have
these all in one document they supply to the ASC for course review.
4. A copy of the relevant units of competency from the Sport Industry
Training Package. In this example, it is the Certificate II in Sport
Coaching. These can be obtained from
http://www.ntis.gov.au/Default.aspx?/trainingpackage/SRS03
5. A copy of this implementation guide might assist if they are unfamiliar
with VET
Outline the validation process you intend to follow. This should include a clear
outline of what is required. For example, prior to a meeting we need these validators
to examine the performance outcomes in the left hand column that you have
identified as being equivalent to parts of your coaching course and see if they agree
that those areas ARE equivalent. If they aren’t equivalent, they need to say why not.
Any differences in opinion can form the basis for your meeting agenda.
It is important to ensure the principles of assessment are followed for this process.

Validity - are we assessing what we mean to assess? To ensure this,
make sure you give your validators clear instructions about what you want
them to do. A lot of the validation work should be done prior to a meeting,
but if possible, speak to each validator prior to ensure they understand.
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Pathways to Participation Project
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


Reliability - will the results of our assessments be consistent? The
reason a number of validators are required is to get a variety of answers.
Flexibility – on / off job. Because we aren’t doing a validation of actual
assessment activities, this doesn’t apply in this case.
Fairness – to all candidates. Because we aren’t doing a validation of actual
assessment activities, this doesn’t apply in this case.
The rules of evidence are also important:
1. Valid - Interpreting the criteria accurately and making sure the evidence
relates to the competency standards
2. Authentic – The evidence collected is the learner’s work. Because we aren’t
doing a validation of actual assessment activities, this doesn’t apply in this
case.
3. Sufficient - judgement about how much evidence is required to show
competence
4. Current - evidence of recent performance. evidence of recent performance
1. Get the validators to do the pre-meeting work of looking through the mapping
and gap filling material
2. Collate the feedback from the validators. Use any areas of disagreement to form
the basis of your meeting agenda. The meeting doesn’t need to be face to face.
It could be a tele- or video-conference.
3. Circulate the agenda for the meeting. Ensure you outline how any areas of
disagreement will be resolved (complete consensus, majority vote, you have
final ruling).
4. Conduct the meeting and facilitate discussion about any areas of disagreement.
Aim to resolve any areas of disagreement as specified previously.
5. Document the discussion and amend your mapping and gap course accordingly.
Conclusion
Where to from here?
This Implementation Guide is designed to provide you the support you may need when
embarking on the next phase of course development for your sport. From here, you are armed
with all the information you need to consult with your sport’s experts and develop new courses
and resources.
Being able to bring the national sport training package to life in your education and training
courses is a major step towards a robust workforce development strategy unique to sport in
Australia.
Existing and new volunteers and unpaid workers will be attracted to sporting organisations
capable of delivering innovative training opportunities with the added benefit of nationally
recognised outcomes. A combined NCAS / VET Certificate can be the foundation qualification
for sport employees in Australia creating a new standard for the competence of those entering
your sport’s workforce.
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APPENDICES
Appendix A
Mapping Template: Completed mapping between BCGP &
Certificate II in Sport Coaching (Core Units)
Appendix B
Equestrian Mapping: Introductory Coach
Appendix C
Hockey Mapping: Level 1
Appendix D
Rowing Mapping: Learn to Row Coach
Appendix E
Squash Mapping: Level 1
Appendix F
Yachting Mapping: Instructor / Level 1
Appendix G
Blank Mapping Template
28
Appendix A –Mapping Beginning Coaching General Principles to Certificate II in Sport Coaching (Core Units)
Role of the Coach
Beginning Coaching
General Principles
Learning Outcomes
1. Outline the coach’s
ethical
responsibilities.
2. Identify the roles
and
information needs of
the
coach.
3. Work cooperatively
with parents, officials
and sports
administrators
Certificate II in Sport Coaching
Unit of Competency
SISSCGP201A Apply legal
and ethical coaching practice
Element
2. Apply ethical
responsibilities to
coaching or
instruction
SISXIND101A Work
effectively in a sport and
recreation environment
2. Identify client
needs and
organisational
objectives
SISSCGP201A Apply legal
and ethical coaching
practices
3 Develop coaching
practices.
BSBWOR202A Organise and
complete daily work
activities
SISXIND101A Work
effectively in a sport and
recreation environment
SISXOHS201A Follow
occupational health and
safety practices
SISSCGP201A Apply legal
and ethical coaching
practices
SISXIND101A Work
effectively in a sport and
recreation environment
2. Complete work
tasks
Performance Criteria
2.1 Identify ethical responsibilities according to sport or activity
requirements, participants and organisational policies and procedures.
2.2 Analyse the application of sport or activity-specific ethical
responsibilities to own role as coach or instructor.
2.3 Develop strategies to manage possible ethical issues associated
with coaching or instruction.
2.4 Carry out work tasks according to industry standards of ethical
practice and relevant legislation.
2.5 Adapt work processes to meet the specific needs of individual
clients.
3.1 Identify the roles and responsibilities of coaches and support
personnel according to specific sport or activity skills and best practice
principles.
3.2 Determine coaching styles appropriate to the sport or activity and
ensure interaction with participants and support personnel is
professional.
3.3 Access relevant information according to organisational policies and
procedures, and sport or activity rules, policies and regulations.
2.2 Use effective questioning to seek assistance from colleagues when
difficulties arise in achieving allocated tasks
1. Develop sport and
recreation industry
knowledge.
1. Observe health and
safety procedures
1.1 Identify and access sources of information on the sport and
recreation industry.
1.2 Apply industry information in day-to-day work activities.
1.1 Identify relevant organisational policies and procedures.
3 Develop coaching
practices.
3.5 Provide a model of good practice to participants and support
personnel.
1. Develop sport and
recreation industry
knowledge.
1.4 Update knowledge and share with clients and colleagues as
appropriate.
1.5 Identify the role of volunteers within the sport and recreation
industry.
29
Planning and Reviewing
1. Plan coaching
sessions for beginners
SISSCGP201A Apply legal
and ethical coaching
practices
SISXIND101A Work
effectively in a sport and
recreation environment
SISCAI102A Assist in
preparing and conducting
sport or recreation sessions
2. Review the
coaching
session
3 Develop coaching
practices.
2. Identify client
needs and
organisational
objectives
1. Contribute to
session planning
3. Assist in preparing
participants
BSBWOR202A Organise and
complete daily work
activities
3. Review work
performance
SISXIND101A Work
effectively in a sport and
recreation environment
3. Implement
customer service
practices
SISCAI102A Assist in
preparing and conducting
sport or recreation sessions
1. Contribute to
session planning
5. Assist in preparing
participants to end
the session
6. Assist in the
evaluation of the
session.
3.4 Prepare and implement session plans according to the specific skill
development requirements, legal and ethical responsibilities and
participant’s needs and learning styles.
2.2 Refer clients to services according to organisational policies and
procedures.
2.5 Adapt work processes to meet the specific needs of individual
clients.
1.1 Offer suggestions that support the aims of the session and
participants according to organisational policies and procedures.
3.3 Assist participants to warm up for the activity according to
organisational policies and procedures and instructions of responsible
person.
3.1 Seek feedback on work performance from supervisors or colleagues
3.2 Monitor and adjust work according to feedback obtained through
supervision and comparison with established team and organisational
standards
3.3 Identify and plan opportunities for improvement in liaison with
colleagues
3.1 Respond to client feedback according to organisational policies and
procedures and in line with individual level of responsibility.
3.2 Follow up on feedback according to organisational policies and
procedures.
1.2 Discuss suggestions with responsible person to determine
suitability.
5.3 Seek participant feedback and identify further needs.
5.4 Explain plan for follow-up sessions to participants as directed.
6.1 Provide personal feedback on the outcomes of the session to
appropriate staff.
6.2 Convey participant feedback on the session to appropriate staff.
6.3 Review own work performance and identify potential improvements.
Risk Management
1. Outline the legal
responsibilities of the
coach
SISSCGP201A Apply legal
and ethical coaching
practices
1 Apply legal
responsibilities to
coaching.
SISXIND101A Work
effectively in a sport and
recreation environment
2. Identify client
needs and
organisational
objectives
3. Implement
customer service
practices
4 Minimise risks to
personal and public
safety
SISXOHS201A Follow
occupational health and
safety practices
1. Observe health and
safety procedures
2. Contribute to the
management of OHS
issues
3. Carry out general
maintenance
procedures
2. Apply risk
management
principles
SISCAI102A Assist in
preparing and conducting
sport or recreation sessions
3. Assist in preparing
participants
SISSCGP201A Apply legal
and ethical coaching
practices
SISSCGP201A Apply legal
and ethical coaching
practices
SISXIND101A Work
effectively in a sport and
1 Apply legal
responsibilities to
coaching.
3 Develop coaching
practices.
2. Identify client
needs and
1.1 Identify legal responsibilities according to sport or activity
requirements, participants and organisational policies and procedures.
1.2 Analyse the application of sport or activity-specific legal
responsibilities to own role as a coach.
2.5 Adapt work processes to meet the specific needs of individual
clients.
3.3 Record communication and outcome between client and
organisation according to organisational policies and procedures.
4.1 Identify situations that may endanger the personal safety of self,
staff and other clients.
4.2 Implement action to minimise risk according to organisational
policies and procedures.
4.3 Report situation to appropriate staff.
1.2 Follow and maintain safety procedures to achieve a safe work
environment according to relevant legislation and organisational policies
and procedures.
1.4 Identify potential manual-handling risks and manage tasks
according to organisational policies and procedures.
1.5 Report work-related incidents and accidents to designated
personnel.
2.1 Raise OHS issues with designated personnel according to
organisational policies and procedures and relevant legislation.
3.1 Monitor cleanliness, safety and tidiness of the workplace and
remove general waste as required.
3.2 Identify damaged items and equipment and notify appropriate
personnel according to organisational policies and procedures.
3.1 Follow instructions to check equipment according to relevant
legislation and organisational policies and procedures.
3.2 Communicate information required to safely participate in the
session to participants according to organisational policies and
procedures.
1.3 Develop strategies to manage possible legal issues and risks
associated with coaching.
3.3 Access relevant information according to organisational policies and
procedures, and sport or activity rules, policies and regulations.
2.2 Refer clients to services according to organisational policies and
procedures.
recreation environment
organisational
objectives
3. Implement
customer service
practices
4 Minimise risks to
personal and public
safety
SISXOHS201A Follow
occupational health and
safety practices
SISCAI102A Assist in
preparing and conducting
sport or recreation sessions
1. Observe health and
safety procedures
2. Contribute to the
management of OHS
issues
3. Assist in preparing
participants
5. Assist in preparing
participants to end
the session
3. Implement minor
incident management
procedures
HLTFA301B Apply first aid
1. Assess the situation
2. Apply first aid
procedures
2.4 Carry out work tasks according to industry standards of ethical
practice and relevant legislation.
2.5 Adapt work processes to meet the specific needs of individual
clients.
3.3 Record communication and outcome between client and
organisation according to organisational policies and procedures.
4.1 Identify situations that may endanger the personal safety of self,
staff and other clients.
4.2 Implement action to minimise risk according to organisational
policies and procedures.
4.3 Report situation to appropriate staff.
1.1 Identify relevant organisational policies and procedures.
1.2 Follow and maintain safety procedures to achieve a safe work
environment according to relevant legislation and organisational policies
and procedures.
1.3 Identify and report safety issues to designated personnel according
to organisational policies and procedures.
1.4 Identify potential manual-handling risks and manage tasks
according to organisational policies and procedures.
2.2 Contribute to consultative processes for OHS management in the
workplace according to organisational policies and procedures.
2.3 Make suggestions for improving organisational health and safety
practices.
3.3 Assist participants to warm up for the activity according to
organisational policies and procedures and instructions of responsible
person.
5.1 Assist participants to cool down according to organisational policies
and procedures.
5.2 Check equipment for wear and tear and report problems to
responsible person according to organisational policies and procedures.
1.1 Identify assess and minimise hazards in the situation that may pose
a risk of injury or illness to self and others
1.3 Assess casualty and identify injuries, illnesses and conditions
2.1 Calmly provide information to reassure casualty,
adopting a communication style to match the
casualty’s level of consciousness
The Coach in Action
Athlete Development
1. Demonstrate
effective group
organisation
2. Manage group
behaviour
3. Conduct a coaching
session to teach basic
skills and tactics
Not covered.
4. Demonstrate
effective
communication
strategies
5. Use a game sense
approach to develop
skills and tactics
SISCAI102A Assist in
preparing and conducting
sport or recreation sessions
1. Identify physical
growth and
development
considerations
SISXIND101A Work
effectively in a sport and
recreation environment
Not covered.
SISCAI102A Assist in
preparing and conducting
sport or recreation sessions
SISCAI102A Assist in
preparing and conducting
sport or recreation sessions
SISCAI102A Assist in
preparing and conducting
sport or recreation sessions
2. Outline social
development
considerations
SISXIND101A Work
effectively in a sport and
recreation environment
4. Assist in the
delivery and
supervision of the
session
5. Assist in preparing
participants to end
the session
4. Assist in the
delivery and
supervision of the
session
1. Contribute to
session planning
2. Identify client
needs and
organisational
objectives
1. Contribute to
session planning
1. Develop sport and
recreation industry
knowledge.
4.3 Explain and demonstrate techniques required for the session to
participants in consultation with responsible person.
4.4 Monitor participant performance in consultation with responsible
person.
5.1 Assist participants to cool down according to organisational policies
and procedures.
4.2 Respond to participant queries according to own level of
responsibility
4.5 Report problems in participant performance and response to
responsible person
1.1 Offer suggestions that support the aims of the session and
participants according to organisational policies and procedures.
1.2 Discuss suggestions with responsible person to determine
suitability.
2.5 Adapt work processes to meet the specific needs of individual
clients.
1.1 Offer suggestions that support the aims of the session and
participants according to organisational policies and procedures.
1.3 Identify the economic and social significance of sport and recreation
and their impact on individuals and the community.
Core units (6)
Performance
criteria covered
General
principles
9/22
11/11
5/11
15/16
10/10
17/22
Unit code
Unit Title
Rowing
Yachting
Hockey
Squash
Equestrian
HLTFA301B
SISSCGP201A
BSBWOR202A
SISXIND101A
SISXOHS201A
SISCAI102A
Specialisation
units
Apply first aid
Apply legal and ethical coaching practices
Organise and complete daily work activities
Work effectively in a sport and recreation environment
Follow occupational health and safety practices
Assist in preparing and conducting sport or recreation sessions
9/22
11/11
5/11
16/16
10/10
18/22
22/221
11/11
10/11
16/16
10/10
22/22
9/22
11/11
6/11
16/16
10/10
22/22
9/22
11/11
5/11
16/16
10/10
17/22
22/221
11/11
6/11
16/16
10/10
22/22
Unit code
Unit Title
General
principles
-
Rowing
Yachting
Hockey
Squash
Equestrian
SISSQU201A
SISSQU202A
SRSSAI001B
Elective units (7
minus number of
specialisation
units)
Teach the fundamental skills of squash
Teach the basic tactics and strategies of squash
Teach and develop the basic tactics and strategies of sailing
-
26/29
-
19/19
20/20
-
-
Unit code
Unit Title
General
principles
18/18
5/95
Rowing
Yachting
Hockey
Squash
Equestrian
SISSCGP304A
SISSCGP202A
Coach junior sports players
Reflect on professional coaching role practice
18/18
5/95
18/18
18/18
5/95
18/18
5/95
18/18
5/95
SISXCAI101A
Provide equipment for activities
Recommend
Recommend
Recommend
SISFAC201A
Maintain sport and recreation equipment for activities
Recommend
Recommend
Recommend
SISSCGP306A
Customise coaching for special needs groups
13/224
Recommend
SROYAC001B
Comply with maritime rules and regulations
MEM50008B
Carry out trip preparation and handling
12/123
MEM50010B
Safely operate a mechanically powered recreational boat
15/153
MEM5009B
Respond to boating emergencies and incidents
19/193
SRSSAI002B
Interpret and apply the rules of sailing at a basic level
ICAU2006B
Operate computing packages
SRSSQU003A
Interpret and apply the rules of squash at a club or pennant level
SISFAC202A
Maintain sport and recreation facilities
SISSCGP303A
Coach junior players to develop fundamental perceptual motor
skills
7/72
-
Recommend
7/72
7/14
-
-
Recommend
12/19
Recommend
RTE2121A
Provide daily care for horses
19/33
SISOEQO201A
Handle horses
9/10
SISEQO202A
Demonstrate basic horse riding skills
10/20
SISSEQS303A
Teach the fundamental skills of riding
20/21
SISOEQO303A
Conduct horse riding sessions in an arena
15/17
1
Completed through an external provider. First Aid is a requirement of accreditation.
The Waterways licence is a pre or co-requisite of this course.
3
YA is a licenced training provider. National Powerboating Award is a requirement of accreditation
4
The content for this entire unit is provided, but additional assessment will need to be developed
5
Assessment activities for the remaining performance criteria are in the ASC BCGP Manual and have been mapped
2
Appendix B - Equestrian Mapping: Introductory Coach
36
Appendix C - Hockey Mapping: Level 1
Appendix D - Rowing Mapping: Learn To Row Coach
38
Appendix E – Squash Mapping: Level 1
39
Appendix F – Yachting Mapping: Instructor / Level 1
Appendix G – Blank Mapping Template
ASSESSMENT MATRIX
COURSE
INDUCTION
PLANNING TO
COACH
ASSESSMENT MATRIX
PRE-COURSE
UNITS OF COMPETENCY
PERFORMANCE CRITERIA COMPLETED
Apply First Aid
(HLTFA301B)
Apply legal & ethical coaching
practices
(SISSCGP201A)
Reflect on professional coaching
role and practice
(SISSCGP202A)
Follow OH&S Policies
(SASXOHS101A)
Work effectively in a sport &
recreation environment
(SISXIND101A)
Assist in preparing and
conducting sport or recreation
sessions
(SISXCAI102A)
Organise & complete daily work
activities
(BSBWOR202A)
Customise coaching for special
needs groups
(SISSCGP306A)
Coach junior sport players.
(SISSCGP304A)
Provide equipment for activities
(SISXCAI101A)
Maintain equipment for sport &
recreation
(SISXFAC201A)
Work with officials
(SISSCGP411A)
PREPARE TO
COACH
CONDUCT
TRAINING
EVALUATE
COACHING
POST-COURSE