SEPEP Unit Assessment- Head

Coach
As the head coach of the team you will
complete a range of game day and
training tasks. You will be marked on
these practical tasks as well as a
written assessment which will require
you to do some research into other
elements of coaching.
Practical aspects:
- To be able to run a team training session that has a
specific aim, is well structured and engaging for all
team members
- Ability to give feedback during the game and at
training to improve individual and team
performance
- To be able to assist scouts in the recruitment
process
Research Assignment:
- To understand the tasks a coach has to manage on
both a training day and a game and how these
tasks get completed.
- To understand the different types of feedback and
how to deliver it.
- To understand the different training principles that
coaches adhere to and apply them to a sporting
situation.

- To understand arousal and motivation techniques

and the effects these have on an athlete.
- To understand the training schedules that are
involved in a teams pre-season and the different
techniques they use to get the most out of this
time.

1st training session design:

Team Coach
You are to create a training session which goes for a
duration of 20 minutes. This must include a short warmup, skill activity (passing, dribbling, shooting) and a
game scenario type activity (e.g throw in, corners, free
kicks, penalties etc.)

Activity
Warm-up

Skill
developme
nt

Time

Description with diagram

Game
scenario

Round 1 playing positions

STRIKER

MIDFIELD

BACKS

GOALIE

1st SUBSTITUTE

2ND SUBSTITUTE

2nd training session design:

Team Coach
You are to create a training session which goes for a
duration of 20 minutes. This must include a short warmup, skill activity (passing, dribbling, shooting) and a
game scenario type activity (e.g throw in, corners, free
kicks, penalties etc.)

Activity
Warm-up

Skill
developme
nt

Time

Description with diagram

Game
scenario

3rd training session design:

Team Coach
You are to create a training session which goes for a
duration of 20 minutes. This must include a short warmup, skill activity (passing, dribbling, shooting) and a
game scenario type activity (e.g throw in, corners, free
kicks, penalties etc.)

Activity
Warm-up

Skill
developme
nt

Game
scenario

Time

Description with diagram

Research Task: Managing Loads

on Training and Game Day
You are to choose a professional sporting team and look
at how the coach manages all their duties on both
training and game days.
In the diagram below, list the types of tasks that a
coach would need to do before, during and after a
training session and a game (i.e. before plan a
training session would go in the training day circle). The
middle section is for tasks that the coach needs to do
on both of these days.

TrainingDay
Training
Day

Game Day

Both Days

Who would the coach seek help from to manage all of

the tasks on the day? How would they do this?

Research Task: Feedback

You are to research the different types of feedback and
the effects that feedback may have on performance.
You will also be required to provide useful feedback to
your team to benefit their performance.
1. List and provide a detailed understanding of the
different types of feedback.

2. How could feedback change an athletes

performance?

3. What could be the implications of an athlete

receiving too much of the one type of feedback?

Research Task: Training

Principles
You are required to research the training principles and
the effects they have on performance and then relate
and apply that knowledge back to Futsal.
The following link is a reference for information on
training principles. Feel free to use the link but don't
feel limited by it. You are also able to use other
websites.
http://www.teachpe.com/fitness/training_principles.php
Training
Principle

Explanation of
principle

How would you

use this
principle in
Futsal?

When tailoring a training program for an individual or

team there are 4 specific things that you have to keep
in mind when overloading that program. List and
explain these concepts:
FITT-

Research Task: Arousal and

Performance (Motivation)
You are required to research motivational and arousal
techniques that will have an effect on an athlete and their
performance.
What is the difference between intrinsic and extrinsic
motivation?

What are some methods that athletes use to get motivated?

What does arousal in sport mean? Explain how it works.

After researching the inverted U theory label the empty boxes

with the correct terms.

Research Task: Pre-season

Training Schedules
You are to research the different forms and activities
that sporting teams participate in within their preseason schedules.
List 3 reasons as to why teams have a pre-season:

Where are some particular places that sporting teams

travel to for pre-season and why do they travel to these
locations? What are the benefits?

According to the AFL Community website, what are the

ten rules to kick start your pre-season?
Use this website to help guide you.
http://www.aflcommunityclub.com.au/index.php?
id=334

Rule

Explanation

Coachs Assessment Rubric

Practical
Aspect:
Training
Sessions
Practical
Aspect:
Providing
Feedback
Research
Task:
Managing
Load on
Training
and Game
Day
Research
Task:
Feedback

Research
Task:
Training
Principles

Research
Task:
Arousal
and
Performa
nce
(Motivatio
n)
Research
Task: Preseason
Training
Schedules

EXPERT

SKILLED

CAPABLE

APPRENTICE

NOVICE

Run a team training session

that has a specific aim, is
well structured and
engaging for all team
members
Constant feedback was
given during the game and
at training to improve
individual and team
performance.
The diagram was completely
filled with multiple tasks
that a coach has to
undertake and a detailed
explanation of who assists
the coach was provided.

Training sessions were run

with some aim and structure
provided and team members
were mostly engaged.

Training sessions were run.

Little aim and structure was
applied and team members
were engaged sometimes.

Training sessions were run. No

aim or structure was provided
and team members were not
engaged.

No training sessions were

run.

Feedback was given most of

the time during the games
and at training to improve
individual and team
performance.
The diagram was half filled
with tasks that a coach has to
undertake during game and
training days and an
explanation of who assists the
coach was provided.

Some feedback was given

during the games and at
training to improve
individual and team
performance.
The diagram contained
some tasks that a coach has
to undertake during game
and training days and some
explanation of who assists
the coach was provided.

Little feedback was given during

the games and at training to
improve individual and team
performance.

No feedback was given

during the game or at
training.

The diagram included little to no

tasks that a coach has to
undertake during game and
training days and little to no
explanation of who assists the
coach was provided.

Provided a list and an

understanding of the different
types of feedback and how
they can affect an athletes
performance

Provided some
understanding of the
different types of feedback
and how they can affect an
athletes performance

Provided an example of
feedback and gave little
understanding of how it can
affect an athletes performance.

The diagram was not filled

with any tasks that a coach
has to undertake during
game and training days and
no explanation of who
assists the coach was
provided.
No list or understanding of
the different types of
feedback and how they can
affect an athletes
performance was shown.

4 training principles were

listed and some explanation
of these principles and how
they would be applied to the
game of futsal were included.
The FITT principle also had
some explanation.

3 - 2 training principles were

listed and little explanation
of these principles and how
they would be applied to the
game of futsal were
included. The FITT principle
was also

No principles were listed and

no explanation was included
as to what the principles are
and how the principles
would be applied in a game
of futsal. The FITT principle
was also not included.

An explanation was given for

the difference between
intrinsic and extrinsic
motivation. Some
understanding of arousal and
what gets athletes motivated
was shown and the inverted
U theory diagram was
correctly labelled.

Some explanation was given

for the difference between
intrinsic and extrinsic
motivation. Some
understanding of arousal
and what gets athletes
motivated was shown and
the inverted U theory
diagram was mostly
correctly labelled.
2 reasons were given for
why teams have a preseason and some
explanation of where teams
go for pre-season and what
the benefits of going to
these places was included.
The graph of the ten tips to

2 or less training principles were

listed and little to no explanation
of these principles and how they
would be applied to the game of
futsal were included. The FITT
principle also had little to no
explanation.
.
Little to no explanation was
given for the difference between
intrinsic and extrinsic
motivation. Little to no
understanding of arousal and
what gets athletes motivated
was shown and the inverted U
theory diagram was not
correctly labelled.
1 reason was given for why
teams have a pre-season and
little to no explanation of where
teams go for pre-season and
what the benefits of going to
these places was included. The
graph of the ten tips to kick
start a pre-season not

No reasons were given for

why teams have a preseason and no explanation
of where teams go for preseason and what the
benefits of going to these
places was included. The
graph of the ten tips to kick

Provided a list and a

detailed understanding of
the different types of
feedback and how they can
affect an athletes
performance
4 training principles were
listed and a detailed
explanation of these
principles and how they
would be applied to the
game of futsal were
included. The FITT principle
was also well explained.
A detailed explanation was
given for the difference
between intrinsic and
extrinsic motivation. An
understanding of arousal
and what gets athletes
motivated was shown and
the inverted U theory
diagram was correctly
labelled.
3 reasons were given for
why teams have a preseason and a detailed
explanation of where teams
go for pre-season and what
the benefits of going to
these places was included.
The graph of the ten tips to

3 reasons were given for why

teams have a pre-season and
some explanation of where
teams go for pre-season and
what the benefits of going to
these places was included.
The graph of the ten tips to
kick start a pre-season was

No explanation was given

for the difference between
intrinsic and extrinsic
motivation. No
understanding of arousal
and what gets athletes
motivated was shown and
the inverted U theory
diagram was not labelled.

Spelling &
Grammar

Use of
class time

kick start a pre-season was

filled out correctly and with
detail.

filled out correctly and with

some detail.

kick start a pre-season was

filled out mostly correctly
and with some detail.

completely filled out and

contained little detail.

Appropriate and subject

specific vocabulary is used
throughout the assessment.
There are no spelling or
grammatical errors. There is
evidence of detailed
planning and editing.
Fully utilised all sessions of
class time. Focused on
completing the task to a
high standard. Exceptionally
attractive in terms of
design, layout and neatness.

Appropriate vocabulary is
used throughout the
assessment. There are no
spelling or grammatical
errors. There is evidence of
detailed planning and editing.

Appropriate vocabulary is
used throughout the
assessment. There are no
more than 2 spelling or
grammatical errors. There is
evidence of planning and
careful editing.
Mostly used class time
productively. Usually focused
on completing the task. Very
attractive in terms of design,
layout and neatness.

Appropriate vocabulary is used

throughout the assessment.
There are between 3-5 spelling
or grammatical errors. This
piece of work has been
appropriately edited.

Vocabulary is generally
appropriate. There are a
number of spelling or
grammatical errors.
Evidence of limited planning
and editing.

Used some of the class time

well. Some focus of completing
the task. Mostly attractive in
terms of design, layout and
neatness.

Limited use of class time to

complete task. More care
and thought needed to be
put into the design and
layout. Slightly messy.

Fully utilised most of the

sessions of class time.
Focused on completing the
task to a high standard.
Exceptionally attractive in
terms of design, layout and
neatness.

NAME and FORM: ______________________________

start a pre-season was not

filled out.

OVERALL: ____________

Comment:
_______________________________________________________________________________________________________________________________________________
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