This unit explores a range of coaching practices and their contribution to effective coaching and improved performance of an athlete. The way in which a coach influences an athlete can have a significant effect on performance. The approach a coach uses, the methods applied and the skills used will have an impact on the degree of improvement experienced by an athlete. By studying various approaches and applying this knowledge to a practical session, students gain a practical insight into coaching.

Unit details

Study level:
Vocational and further education (TAFE)
Unit code:


Assessment tasks will be designed to reinforce and extend knowledge and skill competence within set and controlled parameters in accordance with each competency unit's learning outcomes and performance criteria requirements, including the setting of project and work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines. Students will be expected to demonstrate the following required skills: - create a safe and inclusive learning environment when coaching; - demonstrate a range of coaching practices a coach may use to improve performance; - evaluate coaching methods and justify their appropriateness in a variety of settings; - apply principles of learning to practical situations; - identify factors that influence coaching and learning at different stages of learning, and; - adopt the role of the coach in a variety of practical sessions and reflect, evaluate and report on the personal experience of taking on the role of a coach. Students will also be expected to demonstrate the following knowledge:- roles and responsibilities of the coach; - skills and behaviours of an exemplary coach; - effective and appropriate relationships between coach and the individual or group, understanding group dynamics, leadership skills, conflict resolution, communication and the setting of boundaries; - rationale for the development of codes of conduct; - coaching methods applied in different contexts; - coaching techniques, strategies and practices used by coaches to develop and improve skills; - coaching pathways and accreditation for coaches; - skill learning principles such as stages of learning (cognitive, associative and autonomous), skill learning processes and the role of feedback in skill learning; - open and closed skill and sport continuum; comparing environmental stability and instability, and; - types of practice and transfer of practice. In VCE, the assessment is made up of two components. - Satisfactory Completion - Levels of Achievement Satisfactory Completion Units 1, 2, 3 and 4 The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher's assessment of the student's performance on assessment tasks designated for the unit. Levels of achievement Units 1 and 2 Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision/teacher.

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