Scope Young Ambassadors Curriculum Mapping. Certificate IV in Sports and Recreation

Transcription

1 Scope Young Ambassadors Curriculum Mapping Certificate IV in Sports and Recreation Learning Area 1 Demonstrate an understanding of specific considerations that may be relevant to coaching athletes with a disability 1.1 Demonstrate appropriate attitudes towards 1.2 Demonstrate an understanding of the 'philosophy of inclusion' with regards to 1.3 Discuss the variety of perceptions regarding the terms 'integration' and 'inclusion' regarding 1.4 Use appropriate terminology when coaching 1.5 Identify benefits and barriers to participation in sport and physical activity and make modifications and adjustments 1.6 Describe and explain factors that may affect the acquisition of skills by athletes with a disability 1.7 Determine the safety and medical considerations that may influence the involvement of 1.8 Detail the purpose and philosophy of classification systems that have been developed to assist the involvement of athletes with a disability in sport 1.9 Demonstrate an understanding that the 'athletes choice' is essential in determining sport selection and the degree of inclusion 1.10 Ensure organisation's Occupational Health and Safety requirements are in accordance with requirements for the session Through a series of planned activities, students will develop knowledge of the various types of disability, look at social attitudes and will learn how to create and maintain inclusive environments. They will learn and utilise inclusive language and communication strategies and techniques to use with people who have a disability. Students will gain an in depth understanding of their communities and their own role within their community through discussion, written exercises and detailed research into the various types of communities. They will learn about the roles and responsibilities of the volunteer through a series of activities and will have the opportunity to interview active members of their communities. They will work closely with a group of people with a disability through which, they will gain an first hand understanding of social diversity and the challenges associated with this. Through reflection and discussion, students will identify the challenges related to their specific project and will plan with specific reference to these challenges in order to provide viable solutions. scopevic.org.au

2 Learning Area 2 Assess the athlete s readiness to acquire and perform sport specific skill/s 2.1 Select the sport specific skill/s to be developed through consultation with the athlete and relevant support personnel 2.2 Use, sport specific assessment tools in the first instance, to assess athlete's functional ability and readiness to acquire the intermediate skill being taught or developed 2.3 Use the basic principles of biomechanics in instances where the sport specific assessment tools are not applicable to the individual athletes with a disability to assess the movement patterns of the athlete/s in relation to the specific sports skill/s to be developed Students and players will each complete an individual profile relating to the community project activity. Players will give the students their profile at the project induction session and vice versa. A player, on his/her Player Profile will stipulate their communication needs and physical requirements to participate in the activity. Students will utilize the Player Profiles to develop appropriate coaching styles in accordance with individual players needs. 2.4 Detail observable body movements for each stage of the skill in priority of importance to the performance of the skill Learning Area 3 Use preferred teaching methods and coaching/instructional styles to develop the skills of 3.1 Develop strategies and processes to include people with a disability at an appropriate and individual level 3.2 Plan a coaching session specific to the needs of the 3.3 Select and implement teaching methods and coaching/instructional styles in the context of specific skills being developed and factors that may affect the acquisition of skills by Students will reflect and evaluate their self knowledge by working through a series of activities and discussions focusing on diversity in the community Focus on the individuals place in the community, their rights and responsibilities and their potential to contribute. Students will build knowledge of the needs of individuals that they are working with through targeted activity, discussion and interview techniques. They will investigate the needs of the group and learn and practice a wide variety of communication skills in which to deliver information effectively. This will include devising strategies on how to communicate with people who have complex communication

3 difficulties. Working in collaboration with community organisations, students will research Occupational Health and Safety procedures and ensure that they are appropriate to the individuals or group that they are working with. Learning Area 4 Conduct drills, activities and games to teach or develop the intermediate skills of 4.1 Detail factors that may affect the acquisition of skills by and trial modifications and/or adjustments to address them 4.2 Select teaching methods and coaching/instructional styles to match the athletes readiness, the environment, the available equipment and the skill/s to be developed 4.3 Explain the major conditioning considerations a coach must be aware of when training athletes with a disability and their associated coaching implications 4.4 Provide feedback to the athlete and other support personnel in accord with the best practice principles of 4.5 Present relevant information, explanations and demonstrations concisely and precisely to teach or develop specific skills in accord with the best practice principles of and the best practice principles of the sport/activity 4.6 Demonstrate questioning and communication skills in accord with the best practice principles of the sport/activity 4.7 Allocate sufficient space and resources for the drill, activity and/or game 4.8 Use technological aids where appropriate 4.9 Emphasise practical involvement while adjusting or refining skills on an individualised basis Students and players will each complete an individual profile relating to the community project activity. Players will give the students their profile at the project induction session and vice versa. A player, on his/her Player Profile will stipulate their communication needs and physical requirements to participate in the activity. Students will utilize the Player Profiles to develop appropriate coaching styles in accordance with individual players needs. Students will attend a community project induction session at the venue so that they can familarise themselves with the layout of the activity space and the game s rules and positions. Players will demonstrate how the game is played. Students will develop an understanding of the positioning of game equipment and how it works Students will deliver information and demonstrations to individual players in accordance with their preferred communication style. Students develop skills in using alternative communication methods such as communication boards and talkers. Through consultation with staff and individual players, students will be able to deliver concise explanations and drills relevant to players

4 4.10 Observe athletes to see that the drills, activities and/or games are conducted in accord with the rules, regulations and policies and accepted best practice principles of the sport/activity 4.11 Observe athletes skill execution and apply correction techniques to improve skill execution on an individualised and/or group basis 4.12 Undertake observation with minimal disruption to the flow of the drill, activity or game 4.13 Teach the skill, monitor the teaching method and coaching/instructional style during the instruction and assess following the instruction 4.14 Maintain group control to ensure the safety and enjoyment of the individual and group, and a satisfactory outcome to the experience physical requirements. Students will deliver information and demonstrations to individual players in accordance with their preferred communication style. Students develop skills in using alternative communication methods such as communication boards and talkers. Through consultation with staff and individual players, students will be able to deliver concise explanations and drills relevant to players physical requirements. Students will ensure players participate as independently as possible by highlighting their individual skills and making improved adjustments where appropriate. Students will highlight players individual skills and make improved adjustments where appropriate. Students will communicate group/game improvements at the conclusion of sessions or at game committee meetings Students will observe, reflect and document in the SYA Learning Log the different techniques players use, how the students themselves coach and proposed improvements for both. Students will make subtle technical adjustments to the player s form throughout the game. Students will use encouraging and appropriate language. Students will have the opportunity to undertake observation via appropriate umpiring and scoring of games. Students will highlight players individual skills and make improved adjustments where appropriate. Students will observe and reflect on the players techniques and their own coaching styles in the SYA Learning Log. Students will maintain group control via appropriate umpiring and scoring techniques. Students will consult players and staff throughout the game, adhere to manual handling techniques and make OH&S adjustments if necessary

5 Learning Area 5 Review and adapt teaching methods and coaching/instructional styles 5.1 Implement modifications to the teaching methods and coaching/instructional styles in response to results of the monitoring 5.2 Evaluate the effectiveness of a session plan and practical coaching session and identify aspects needing further emphasis and/or attention for intervention in future session Students will gain knowledge of formal and informal methods of communication through a specific module focused on marketing strategies and event management. They will use a wide variety of media tools, including ICT such as blogging and social networking. They will work closely with a group of people with a disability through which, they will gain an first hand understanding of social diversity and the challenges associated with this. Through reflection and discussion, students will identify the challenges related to their specific project and will plan with specific reference to these challenges in order to provide viable solutions.