Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills
communication skills to:
discuss aspects of fitness regimes with relevant personnel
interpret and clarify written and verbal instructions
planning and organising skills to:
analyse information on basic energy systems to inform development of a fitness regime
develop a fitness regime that meets own physical conditioning needs
problem-solving skills to address the fine motor control requirements of exercises
self-management skills to:
seek assistance when problems arise
follow nutritional guidelines
develop a balanced and affordable diet plan
follow OHS requirements as they relate to dance
teamwork skills to participate in group training sessions
technical skills to execute a series of body conditioning exercises
technology skills to access and download information from the internet.
Required knowledge
structure and function of the human skeletal system
role and function of the cardiorespiratory system
anatomical foundations, including:
articulation of the spine
engagement of the feet
bases of support, including feet, legs, hands, arms and torso
range of joint motion
differentiation of the legs and pelvis
importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts
terminology associated with the human body.
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Relevant personnel may include: | teacher fitness instructor mentor supervisor colleague fellow student performer. |
Basic training techniques must relate to improving: | strength: weight training flexibility core strength stability (trunk stability) flexibility: stretching dynamic stretching routine stamina: endurance training. |
Strategies may include: | positive thinking self-esteem cues and antecedents lifestyle changes exercise. |
Psychological and physical issuesmay include: | anorexia bulimia stress body image effect of being undernourished on the energy levels required of performers effect of overeating before, during and after performances. |
Symptoms of over or under trainingmay include: | tired or sore muscles feeling unwell fatigue or lack of stamina stress increase in injuries poor performance affected sleep patterns length of training periods. |
Movements and exercisesmay be Pilates-based and relate to: | correct alignment and maintenance of the neutral spine position in supine, sitting, standing parallel and externally rotated positions engagement of adductors and hamstrings to avoid hyperextension control and maintenance of body alignment through supine, sitting and standing work and simple weight transfers postural and movement material that demonstrates an understanding of psoas and iliacus. |
Dynamic stability means control of: | pelvic floor multifidus transversus abdominus diaphragm. |
Core stabiliser musclesfunction at: | muscle regions of the trunk: abdominal pelvic lower back hip joint: gluteus medius muscle shoulder complex: lower trapezius muscle. |
Muscular flexibilityshould be demonstrated in the: | hamstrings Achilles tendons psoas iliacus rectus femoris adductors groin. |
Flexibility of the spine should be demonstrated in: | extension flexion rotation lateral. |
Mobility of the hip socketsshould be demonstrated in: | flexion extension abduction internal rotation external rotation. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist