Final Submission:
22/03/2016
Level 1 Coach Accreditation Course
PARTICIPANT WORKBOOK
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
Education Manager
NSW Sports Federation
Lisa Gilbert
Project Manager
Service Skills NSW
Melinda Larkin
General Manager
Service Skills NSW
Technical Input
Christian Renford
Andrew Cribb
Gina Rees
Ben Harris
Trevor Smith
CEO
Development Manager
Game Development Manager
National Education Manager
National Development Manager
Rowing NSW
Yachting NSW
Hockey NSW
Equestrian Australia
Squash Australia
Developed by
Rob Barnes
Dangerous Minds Consulting Partners
Danya Hodgetts
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.
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Further copies of this resource are available from
www.training.nsw.gov.au/skillsonline
For further information contact: skillsonline@det.nsw.edu.au
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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Level 1 Coach Accreditation Course
PARTICIPANT WORKBOOK
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VERSION
22/03/2016 6:51 PM
Level 1 Coach Accreditation Course Training & Assessment Guide
First Published in 2011
© Service Skills Australia. 2011
This resource is copyright. Except as permitted under The Copyright Act.
Written by Robert Barnes, Dangerous Minds Consulting | www.dangerousminds.com.au
TABLE OF CONTENTS
1.0 LEVEL 1 COACH ACCREDITATION COURSE INFORMATION .......... 8
1.1
NATIONAL SPORT ORGANISATION .................................................................. 8
1.2
COURSE OBJECTIVES ....................................................................................... 8
1.2
COURSE PARTICIPANTS.................................................................................... 8
1.3
ENTRY PRE-REQUISITES ................................................................................... 8
1.4
CODE OF CONDUCT ........................................................................................... 9
1.5
ACCREDITATION REQUIREMENTS ................................................................... 9
2.0 COURSE DELIVERY & ASSESSMENT.............................................. 10
2.1
COURSE OUTCOMES ....................................................................................... 10
2.2
FLEXIBLE LEARNING ....................................................................................... 10
2.3
COURSE PROGRESSION ................................................................................ 10
2.5
UNITS OF COMPETENCY ................................................................................. 11
WORKBOOK ASSESSMENT ACTIVITIES ................................................. 14
COURSE INTRODUCTION .......................................................................................... 14
PLANNING TO COACH ............................................................................................... 18
PREPARE TO COACH................................................................................................. 21
CONDUCT COACHING SESSIONS............................................................................. 24
EVALUATE COACHING .............................................................................................. 26
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1.0
LEVEL 1 COACH ACCREDITATION COURSE
INFORMATION
1.1
NATIONAL SPORT ORGANISATION
This course is the Level 1 Coach Accreditation Course for the sport of < sport >.
Insert description of the National Sport Organisation.
1.2
COURSE OBJECTIVES
The Level 1 Coach Accreditation Course is constructed based on units of competency
currently contained within the Certificate II in Sport Coaching from the National Sport
Training Package (SIS10).
Successfully completing this course will accredit the participant as a Level 1 Coach under
the Australian Sports Commission’s National Coach Accreditation Scheme (NCAS). Where
an appropriately qualified trainer & assessor has been used the Certificate II in Sport
Coaching may also be conferred on the course participant.
The objective of this course is to have people accredited as NCAS Level 1 Coaches &
qualify with a Certificate II in Sport Coaching from the National Sport Training
Package (SIS10).
1.2
COURSE PARTICIPANTS
The aim of the Level 1 Coach Accreditation course is to create a larger workforce available
to provide introductory level coaching to athletes participating in sport.
Coaches are one of the most important people in developing new athletes in any given sport
and as such a quality accreditation supports a coach’s capacity to provide support,
development and a solid foundation of skill and knowledge in the sport.
The course will target:
1. Current athletes looking to increase their skills and knowledge in the capacity of coach;
and,
2. Volunteers seeking a more focused involvement in the sport with a particular emphasis
on junior development.
1.3
ENTRY PRE-REQUISITES
The entry pre-requisites for this course are in accordance with the NSO/SSO policies
regarding:



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Minimum age (recommended as 16 years of age on first day of training)
Practical experience (where applicable)
Access to specific venues for training (where applicable)
8
1.4
CODE OF CONDUCT
Allegations of unethical and criminal behaviour by coaches has led the ASC, in conjunction
with NSO/SSOs, to set behavioural standards for coaches, including mechanisms for
disciplining coaches who breach the code of behaviour.
Participants wishing to become Level 1 Coach Accredited are required to sign a code of
conduct agreement form. This form requires coaches to:



agree to abide by the NSO/SSO Code of Conduct
acknowledge that the NSO/SSO may take disciplinary action against them, if they
breach the code of conduct (in the event of an allegation, the NSO/SSO is required
to implement a complaints handling procedure in accordance with the principles of
natural justice)
acknowledge that disciplinary action against them may include de-accreditation from
the NCAS.
A copy of the NSO/SSO Code of Conduct for coaches is included in the Accreditation
Program kit for participants.
1.5
ACCREDITATION REQUIREMENTS
UPDATING
Updating is a policy that requires coaches and officials to complete a variety of activities
over the four (4) year accreditation period to ensure quality coaching by maintaining current
knowledge and practice at the level of their accreditation.
Coaches accredited in the NCAS are required to update their accreditation at least every
four (4) years in order to remain accredited. NSO/SSOs have the flexibility to require shorter
updating periods.
< Insert NSO/SSO updating requirements for a Level 1 Coach here. >
OTHER REQUIREMENTS
NSO/SSOs may have other requirements for participants completing the Level 1 Coach
Accreditation Course. These requirements may include:




Payment of Fees
Purchase of, or access to, resources
Completion of pre- and post-course assessment
Commitment to participation in NSO/SSO activities
< Insert NSO/SSO other requirements for a Level 1 Coach here. >
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2.0
COURSE DELIVERY & ASSESSMENT
2.1
COURSE OUTCOMES
This course is designed to achieve two (2) educational outcomes for participants:
1. The Level 1 Coach Accreditation as recognised under the Australian Sports
Commission’s National Coach Accreditation Scheme (NCAS).
2. The Certificate II in Sport Coaching under the Sport Industry Training
Package 2010.
2.2
FLEXIBLE LEARNING
Flexible learning opportunities are a core component of any modern learning &
development program. It is a requirement of the National Coach Accreditation
Scheme (NCAS) and the Sport Industry Training Package that different learning
modes are available to participants who seek to achieve the Level 1 Coach
Accreditation.
To become an accredited Level 1 Coach you may be required to:
1. Complete the ASC’S Beginning Coaching General Principles Course. This can be
done in a number of ways:
 online (https://learning.ausport.gov.au/)
 through a State coaching and officiating centre
 through the Active After-school Communities Community Coach Training
Program
 by having an equivalent coaching accreditation in another sport
 through Recognition of Prior Learning/Current Competence
2. Attend a Level 1 Coach Accreditation Course in full
3. Complete the Level 1 Coach Accreditation Course Workbook.
4. Complete the post course assessment, within 12 months of completing the
course including a practical assessment conducted of your coaching.
5. Send the completed paperwork to your course coordinator.
2.3
COURSE PROGRESSION
Coaching competency at its most basic is founded on the capacity of an individual to
effectively PLAN, PREPARE, CONDUCT and EVALUATE training sessions provided
to athletes.
These components are the fundamental elements of all the units of competency
related to sport coaching and so it makes sense to structure this introductory level
coach accreditation program in the same manner. This is the first time coaches are
able to learn their role as a coach in the same way they are expected to deliver
effective coaching and represents an innovative shift in coach education in Australia.
The unique feature of this structure is that all the elements of competency dealing
with the skills and knowledge of a competent coach (ie. communication, risk, selfevaluation are embedded in the four modules allowing participants to always be
actively learning the skills of coaching but always doing so in the context of actually
coaching their chosen sport. This is in contrast to the traditional “theory then practical”
structure of previous curriculum based accreditation courses.
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Model Course Program
PRE-COURSE PROGRAM
COURSE INTRODUCTION
#1
PLANNING TO COACH
#2
PREPARE TO COACH
#3
CONDUCT COACHING SESSIONS
#4
EVALUATE COACHING
POST-COURSE PROGRAM
2.5
UNITS OF COMPETENCE
The course consists of learning modules each of which then consists of units of
competence that the candidate must successfully complete in order to successfully
achieve Level 1 Coach Accreditation.
The units of competence have elements detailing more accurately what is achieved
as a result of successfully completing assessment task related to each unit.
Each unit is detailed below:
UNITS OF COMPETENCY & ELEMENTS
Apply first aid (HLTFA301B)
1.
2.
3.
4.
Assess the situation.
Apply first aid procedures.
Communicate details of the incident.
Evaluate own performance.
Apply legal and ethical coaching practices (SISSCGP201A)
1.
2.
3.
Develop coaching practices.
Apply ethical responsibilities to coaching or instruction.
Apply legal responsibilities to coaching.
Follow OH&S policies (SISXOHS101A):
1.
2.
3.
Observe health and safety procedures.
Contribute to the management of OHS issues.
Carry out general maintenance procedures.
Work effectively in a sport & recreation environment (SISXIND101A):
1.
2.
3.
Observe health and safety procedures.
Contribute to the management of OHS issues.
Carry out general maintenance procedures.
Organise & complete daily work activities (BSBWOR202A)
1.
2.
3.
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Organise work (coaching) schedule.
Complete work (coaching) tasks.
Review work (coaching) performance.
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Assist in preparing and conducting sport or recreation sessions (SISXCAI102A)
1.
2.
3.
4.
5.
6.
Contribute to session planning.
Confirm arrangements for a session.
Assist in preparing participants.
Assist in the delivery & supervision of the session.
Assist in preparing participants to end the session.
Assist in the evaluation of the session.
Coach junior sport players. (SISSCGP304A)
1.
2.
3.
4.
Develop a coaching session plan for junior athletes.
Deliver coaching sessions.
Facilitate individual and group learning.
Identify and implement strategies to improve the coaching session.
Customise coaching for special needs groups (SISSCGP306A)
1.
2.
3.
4.
Consult with athletes to determine special needs.
Plan coaching session to include special needs groups.
Deliver coaching session to include special needs groups.
Evaluate coaching session.
Reflect on professional coaching role and practice (SISSCGP202A)
1.
2.
Reflect on own coaching practice.
Plan and manage personal development.
Work with officials (SISSCGP411A)
1.
2.
3.
Develop strategies to promote effective working relationships with officials.
Implement strategies to develop working relationships with officials.
Evaluate relationships with officials.
Provide equipment for activities (SISXCAI101A)
1.
2.
3.
4.
Identify equipment needs.
Issue and set up equipment.
Dismantle and check in equipment.
Store equipment.
Maintain equipment for sport & recreation (SISXFAC201A)
1.
2.
3.
Perform routine maintenance
Carry out equipment repairs
Store equipment to maintain in serviceable condition
Of the five (5) client sports in the P2P Project the following units are already contained in the Certificate
II in Sport Coaching and should be included as elective units in the Level 1 Coach Accreditation Course
in addition to OR in place of one or more of the units above.
Equestrian
1.
2.
3.
4.
SISOEQO201A
SISEQO202A
SISSEQS303A
SISOEQO303A
Handle Horses
Demonstrate basic horse riding skills
Teach the fundamental skills of riding
Conduct horse riding sessions in an arena
SISSSQU201A
SISSSQU202A
Teach the fundamental skills of squash
Teach the basic tactics and strategies of squash
Squash
1.
2.
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Rowing
1.
MEM50010B
Safely operate a mechanically powered boat
The following unit should be developed:
3.
SISSROW201A
Teach the fundamental skills of rowing
Yachting
1.
2.
3.
4.
5.
6.
SROYAC001B
MEM50008B
MEM50010B
SRSSAI001B
SRSSAI002B
MEM5009B
Comply with maritime rules and regulations
Carry out trip preparation and handling
Safely operate a mechanically powered recreational boat
Teach and develop the basic tactics and strategies of sailing
Interpret and apply the rules of sailing at a basic level
Respond to boating emergencies and incidents
Hockey
No sport specific units of competency exist in the Certificate II in Sport Coaching. The following two
units should be developed:
1.
2.
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SISSHOC201A
SISSHOC202A
Teach the fundamental skills of hockey
Teach the basic tactics and strategies of hockey
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WORKBOOK ASSESSMENT ACTIVITIES
COURSE INTRODUCTION
LEVEL
Level 1 Introductory Coaching
TIME
Approx 30 minutes
LESSON OBJECTIVES
The objective of this lesson is to provide learners with the skills and
knowledge to:
1. Prepare and manage a personal coaching development plan.
LEARNING OUTCOMES
At the completion of this module a candidate will be expected to:
LESSON RESOURCES

Develop a broad understanding of the sport and recreation industry
and the role of the coach within the sport sector.

Access information & resources to identify with their personal
philosophy on coaching.

Consider all relevant factors, trends and development opportunities
available to them for their personal coaching development plan.

Further Developing Coaching Knowledge and Skills Fact Sheet (ASC)

Role of the Coach – Quick Tips Fact Sheet (ASC)
ACTIVITY 1.1
Identify five (5) key personnel with whom you will liaise to develop as a coach. If you needed further information
on a particular aspect of your coaching how would you go about sourcing it?
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ACTIVITY 1.2
(A) Identify and list the requirements of your sport’s essential requirements for re-accreditation.
(B)Identify and record the areas of interest you will include in your Personal Coaching Development Plan.
Share these with your colleagues.
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PERSONAL DEVELOPMENT PLAN
COACH DETAILS
Name:
Address:
Contacts:
NCAS DETAILS
Sport:
Level:
NCAS ID #
NCAS Expiry Date:
CLUB DETAILS
Name:
Address:
Contacts:
PERSONAL DEVELOPMENT GOALS
Short Term:
(12mths)
Long-Term:
(4yrs)
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PERSONAL DEVELOPMENT PLAN
EXAMPLE
Goals
Performance Measure
Timeframe
Obtain First Aid Certicificate
1. Book on course
1 month
Performance Measure
Timeframe
SHORT TERM PLAN
Goals
1.
2.
3.
1.
2.
3.
1.
2.
3.
LONG TERM PLAN
Goals
Performance Measure
Timeframe
1.
2.
3.
1.
2.
3.
1.
2.
3.
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PLANNING TO COACH
LEVEL
Level 1 Introductory Coaching
TIME
Approx xx minutes
LESSON OBJECTIVES
The objective of this lesson is to provide learners with the skills and knowledge
to:

LEARNING OUTCOMES
RESOURCES
Successfully plan a coaching session(s) in accordance with the
standards of effective coaching at an introductory level.
At the completion of this module a candidate will be able to:

Establish participant needs & assess their readiness their current
knowledge of the sport in order to determine session’s objectives.

Identify safety procedures associated with the session and the facility,
equipment and resources in accordance with organisational policies
and procedures.

Develop a session plan in accordance with participant needs, relevant
legislation, organisational policies & procedures and accepted best
practices of the sport.
COURSE PARTICIPANT:

Participant Workbook

Session Planner templates

Sport Technical Manual (fundamental skills section)
ACTIVITY 2.1
Case Study:
You are planning your first coaching session of the season. You are working with a new group of 13-year old
boys who are all new to your sport with the exception of one who has transferred to you from another club.
What type of information should you be collecting about the players before planning the session; and , describe
how this affects your session plan.
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ACTIVITY 2.2
Risk Management Planner:
You have created a session plan to teach a fundamental skill. In the context of your session plan & the venue /
environment you are most likely to be working in complete the following Risk Management Planner.
Essential
Considerations
Potential Hazards
Strategies to Minimise
Risk
Responsibility
Physical Environments
Equipment
Practice / Games
(organisation, repetition
etc)
Player / Spectator / other
personnel
Conditions (weather,
temperature etc)
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ACTIVITY 2.3
SESSION PLANNER
Date
Venue
Attendance
Weather
Conditions
SESSION OBJECTIVE(S):
ACTIVITY OUTLINE
Session Resources:
Applicable Rules:
WARM UP
SKILL INSTRUCTION /
GAME ACTIVITY
CONDITIONING / GAME
ACTIVITY
COOL DOWN
RULE CHANGES
Easier:
Harder:
COMMENTS
What to look for:
Safety:
Organisation:
DON’T FORGET TO:
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INJURIES / INCIDENTS:
SESSION EVALUATION NOTES:
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PREPARE TO COACH
LEVEL
Level 1 Introductory Coaching
TIME
Approx xx minutes
LESSON OBJECTIVES
The objective of this lesson is to provide learners with the skills and knowledge
to:

LEARNING OUTCOMES
RESOURCES
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Effectively confirm arrangements for a coaching session.
At the completion of this module a candidate will be able to:

Organise themselves to conduct session(s).

Organise venue and equipment required for session(s).

Organise athletes, and other key personnel, effectively for session(s).
COURSE PARTICIPANT:

Participant Workbook

Session Planner Template

Mobile Device
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ACTIVITY 3.1
Scenario:
You are due to arrive at a training venue in two hours time but you have been called back in to work. You have
also received a TXT message that one of your athletes is unable to train.
Question:
Describe the steps you would take to ensure a successful session is conducted to achieve the session
objectives.
ACTIVITY 3.2
Identify the venue & equipment needed to successfully conduct the session you have developed; the
maintenance & repair issues associated with this venue & equipment; and other actions you may take to
ensure an effective session is conducted.
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ACTIVITY 3.3
Participants are required to draft communication for their planned session.
The communication must be designed to suit each of the three platforms and must include the core information
including:
1. Communicating equipment needs (what to bring for the session)
2. Communicating venue details
3. Communicating session details
4. Communicating contact information
1.
2.
3.
4.
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CONDUCT COACHING SESSIONS
LEVEL
Level 1 Introductory Coaching
TIME
Approx 2 x 90 minutes
LESSON OBJECTIVES
The objective of this lesson is to provide learners with the skills and knowledge
to:
2. Effectively deliver coaching sessions teaching fundamental sport
skill(s).
LEARNING OUTCOMES
RESOURCES

Brief athletes/participants

Conduct a basic training session

End a session effectively
COURSE PARTICIPANT:







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At the completion of this module a candidate will be able to:
Participant Workbook
Beginning Coaching Manual – Section 5: The Coach in Action.
Beginning Coaching General Principles – Coach in Action: Quick Tips Summary.
Beginning Coaching Manual – Section 6: Coaching Specific Groups
Beginning Coaching General Principles – Training Sessions Worksheet.
Beginning Coaching General Principles – Checklist: Good Coaching Practices to
Reduce Risk.
Sport Specific Coaching and/or Technical Manual
24
ACTIVITY 4.1
FUNDAMENTAL SKILLS OF < SPORT > (eg. SQUASH)
SKILLS
ANALYSIS
The grip
Drive
Lob
Serve & Return of Serve
Volleying
Model Swing
Court Movement
techniques
Speed
Balance
Coordination
Decision Making
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EVALUATE COACHING
LEVEL
Level 1 Introductory Coaching
TIME
Approx XX minutes
LESSON OBJECTIVES
The objective of this lesson is to provide learners with the skills and
knowledge to:

LEARNING OUTCOMES
RESOURCES
Undertake self-reflection on the effectiveness of their coaching
and receive and communicate feedback.
At the completion of this module a candidate will be able to:

Provide athletes / participants with opportunities to identify their
progress and satisfaction with the coaching session and give
feedback as required.

Evaluate relevant aspects of the coaching session and determine
level of learning achieved.

Identify potential areas of improvement for future coaching
sessions.
COURSE PARTICIPANT:
 Participant Workbook
 Beginning Coaching General Principles – Stages of Learning Worksheet
 Beginning Coaching General Principles – Self Evaluation Questionnaire
ACTIVITY 5.1
Record your feedback notes from the Video Session here.
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ACTIVITY 5.2
Brainstorm a short list of questions you feel would be beneficial to ask about your coaching effectiveness.
Record these questions here for future reference.
Adapt these questions to suit different audiences inc. children, older athletes and athletes with a disability.
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ACTIVITY 5.3
SELF-EVALUATION QUESTIONNAIRE
Communication
Mostly
Sometimes
Never
Mostly
Sometimes
Never
Mostly
Sometimes
Never
Did I reinforce the actions of the participants in a positive manner
when they performed correctly?
Did I reward effort in addition to outcome?
Did I give compliments sincerely and honestly?
Did I use sarcasm to get my message across?
Did I give constructive and specific feedback?
Did what I said to the participants match my non-verbal actions
towards them?
Was I consistent and fair in my treatment of all participants?
Did I over-coach during training/game by giving too many
instructions?
Did I change my communication methods to suit the needs of the
participants?
Did I encourage the participants to have an input into team
decisions and did I listen to them when they had something to
say?
Did I reinforce team rules fairly and consistently?
Motivation
Did I show the enthusiasm while coaching that I expect from the
participants?
Did the participants have fun during the training / game?
Was I aware of any anxiety or nervousness experienced by the
participants and did I help to reduce this?
Did I emphasise winning too much?
Leadership
Was I prompt in arriving at training / game?
Was I well prepared and organized for training sessions?
Was my training session varied and interesting so that it
challenged all participants and developed self-esteem and
confidence?
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Did every participant have equal game time or did I over-play the
more skilled participants?
Was I able to analyse skills and correct errors when they
occurred?
Did I exercise self-control in situations that made me angry?
Was I sensitive to the individual needs of all the participants?
Did I personally demonstrate good sporting behaviour?
Did I argue with, or complain about, officials?
Did I encourage parents to attend games?
Was I patient and tolerant with all participants, regardless of
individual skill levels?
Adapted from a questionnaire by Maureen Weiss, Institute for the Study of Youth Sports, state of Michigan,
USA, published in AUSSIE SPORT ACTION, Spring 1992, page 25, Australian Sports Commission, Canberra.
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Consider your answers on the previous page and identify things you do well, things that need improvement
and how you might go about improving these.
Things I do well as
a coach
Things that need
improving
What I will do to
improve these
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POST-COURSE ASSESSMENT
LEVEL
Level 1 Introductory Coaching
TIME
To be completed within three (3) months of the completion of the remainder
of the course components; or, within that time limit set by the National Sport
or State Sport Organisation.
OBJECTIVES
The objective of this component is to provide learners with the skills and
knowledge to:
3. Teach a group of participants the fundamental skills of the sport.
LEARNING OUTCOMES
ASSESSMENT CONDITIONS
At the completion of this component a candidate will be expected to:

Plan fundamental sport coaching session or sessions.

Brief participants

Conduct fundamental sport coaching session or sessions.

Complete post-session responsibilities.
Evidence of the following is essential:
1. Plans and delivers information, explanations and demonstrations
for the sessions to ensure activities are conducted safely according
to participants’ needs and characteristics.
2. Observes and monitors the progress of participants through skill
analysis and provides constructive feedback and intervention to
improve and development fundamental sport skills.
3. Uses and modifies teaching and coaching techniques and/or drills,
activities and games to cater for a range of individual learning
styles.
4. Evaluates and reflects on own coaching performance to identify
strengths, weaknesses and areas that need improvement.
Assessment requires the following:
 That the candidate has access to an appropriate venue
 A group of participants
 Equipment
 Resources and information regarding participants and location to
accurately plan, coach and document sessions for a variety of
participants.
 Current relevant legislation, organisational policies and procedures, and
sport rules and regulations that impact on the conduct of drills, activities
and games.
ASSESSMENT
ARRANGEMENTS
CANDIDATE NAME:
CONTACT #:
CLUB:
ASSESSOR NAME:
VENUE:
DATE:
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POST-COURSE ASSESSMENT
CRITERIA
1.
Plans and delivers
information, explanations
and demonstrations for the
sessions to ensure
activities are conducted
safely according to
participants’ needs and
characteristics.
2.
Observes and monitors the
progress of participants
through skill analysis and
provides constructive
feedback and intervention
to improve and
development fundamental
sport skills.
3.
Uses and modifies teaching
and coaching techniques
and/or drills, activities and
games to cater for a range
of individual learning
styles.
4.
Evaluates and reflects on
own coaching performance
to identify strengths,
weaknesses and areas that
need improvement.
OVERALL RESULT
COMMENTS
Competent
Not Yet
Competent
COMPETENT
NOT YET COMPETENT
REASON FOR DECISION
ASSESSOR SIGNATURE
DATE
CANDIDATE SIGNATURE
DATE
FEEDBACK ON
ASSESSMENT PROCESS
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