Assessor Resource

CUAOHS401A
Apply movement and behavioural principles to physical conditioning

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to individuals who need to maintain peak fitness for performances that require a high level of movement skills. Physical conditioning is a vital aspect of a performer’s daily routine and requires a full understanding of movement philosophies and their application to physical conditioning regimes. Exercise programs could be undertaken in a performance space or other locations, such as fitness studios and gyms.

Work performed requires a range of well-developed skills where some discretion and judgement are required and individuals are expected to take responsibility for their own outputs.

This unit describes the performance outcomes, skills and knowledge required to apply principles associated with kinesiology, biomechanics and human behaviour to a physical conditioning regime.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

incorporate the principles of kinaesthetic learning into physical conditioning activities

apply somatic self-observation processes (at a basic level) to the postural aspects of performance skills

demonstrate understanding of the benefits of physical awareness to performance and a sense of general wellbeing

apply psychological theories and tools to physical conditioning strategies to improve own performance technique.

Context of and specific resources for assessment

Assessment must ensure access to:

information about somatic methods and movement philosophies

safe performance and exercise space.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence

third-party workplace reports of on-the-job performance evaluation of information compiled about movement philosophies and their application to physical conditioning regimes

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of maintaining technical capacity for performance

direct observation or video recording of candidate in exercise classes.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUAOHS403A Incorporate anatomy and nutrition principles into skill development

CUAPRF404A Refine movement skills for performance

CUAPRF406A Use technique in performance.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

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 body conditioning regimes with relevant personnel

discuss and demonstrate different aspects of posture

interpret and clarify written and verbal instructions

initiative and enterprise skills to:

interpret simple psychological theories and tools and apply them to develop personal strategies for improving performance

use techniques to enhance the outcomes of exercise programs, such as:

imagery or visualisation

use of peripheral vision

problem-solving skills to:

resolve problems encountered in performance or training

perceive own postural pattern from set of discrete proprioceptive information

observe a performance skill being executed and determine which somatic

self-observation processes may improve its enactment

self-management skills to:

prepare for exercise program through OHS practices

demonstrate consistency, discipline and commitment in relation to evaluating and monitoring personal fitness levels

teamwork skills to:

participate in group training sessions

work with a partner to explore the postural aspects of performance skills

technical skills to:

execute a series of body conditioning exercises

measure physiological responses to exercise, e.g. pulse and blood pressure

technology skills to access and download information from the internet.

Required knowledge

well-developed knowledge of:

healthy eating principles

basic anatomy, physiology and nutritional principles as applied to performance activities

concepts used in somatic self-observation processes

OHS procedures appropriate to performance-skills practice

gender issues relevant to exercise and conditioning, such as:

body image

hydration

nutrition

injury prevention

foot care

effect of different exercise routines on gender-specific physical attributes

muscular strength

skeletal differences

biological systems

developing the human capacity for self-awareness

directing attention to the process of acting, rather than outcomes

addressing the proprioceptive self-image and movement aspects of action

concepts of movement with minimum effort and maximum efficiency, such as developing alternative movement options to deal with and prevent injuries

overview knowledge of:

movement analysis process

cognitive-behavioural theory and associated tools.

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.

Kinaesthetic learningmay include:

attention to different body parts

physical exploration in a range of different orientations, such as:

sitting

lying

standing

tactile apprehension

visualisations

basic partnered manipulations.

Relevant personnel may include:

teacher

medical practitioner

physiotherapist

dietician

mentor

qualified fitness instructor

supervisor

colleague

fellow student

performer.

Kinesiology may include:

assessment of human movement function

diagnosis of human movement disorders

rehabilitation of movement function

enhancement of movement function

research in areas, such as:

motor performance

ergonomics

OHS.

Biomechanics includes:

measurement of cardiovascular and cardiorespiratory systems before and after various forms and levels of exercise, including:

pulse

lung function testing

internal vital heat created by the heart and circulatory system

use of biofeedback mechanisms, such as:

blood pressure

heart rate

skin temperature

sweat gland activity

muscle tension

effects of various conditions of exercise on the cardiovascular system

techniques that can be used to improve these systems, including alternative techniques, such as:

breathing

creative visualisation

meditation.

Movement skillsmay relate to:

physical agility

static and dynamic balancing

physical coordination

creative body movements in response to music

movements, such as:

bending

kicks

stretches

hops

jumps

landing

rolling

skipping

turning

twisting

techniques related to movement philosophies, such as:

Alexander technique

Bartenieff fundamentals

Feldenkrais method

Ideokinesis

Pilates

yoga.

Somatic methods or movement philosophiesmay include:

Alexander technique

Bartenieff fundamentals

body-mind centring

Feldenkrais method

Ideokinesis

Pilates

sensory awareness

yoga

Thera-Band.

Terminologymay include:

anatomical:

superior

inferior

medial

lateral

superficial

deep

proximal

distal

movement:

flexion, including plantar flexion and dorsiflexion

extension

adduction

abduction

rotation

circumduction

pronation

supination.

Performance genres may include:

acrobatic or circus skills

dance

mime

vocal and instrumental music

physical theatre

theatre.

Somatic self-observation processesrelate to different somatic methods and may include:

attention directing

sensory feedback

sensory discrimination

pattern recognition.

Somatic postural idealsmay include:

ideal upright standing, which enables:

rotation around the longitudinal, mechanical axis of the body with minimal force

movement in cardinal direction without preparatory adjustments of the body

person to jump, complete a full turn in the air, and land upright again on the same spot

in ideal upright standing:

postural movement is dynamically self-correcting in response to moving in the gravitational field

body weight is supported by skeletal structure that is mechanically aligned with gravitational forces

posture is maintained through levels of muscle tension appropriate to context and therefore with minimal expenditure of metabolic energy.

Warm-up and cool-down procedures may include:

stretching

joint-mobility exercises

flexibility exercises

aerobic activities

anaerobic exercises

coordinated breathing activities

floor work.

Psychological tools may relate to:

relating examples of the four attentional dimensions to personal strengths and weaknesses:

internal narrow

internal broad (analysis)

external narrow

external broad

distractors and strategies to help maintain focus

progressively relaxing muscles

relating the stages of change to individual life experience:

pre-contemplation

contemplation

preparation

action

relating learned life skills to past and future change.

Understandingmay relate to:

attribution theory

self-efficacy

internal and external locus of control

arousal and effect

self-determination

goal orientation or goal setting

creative visualisation techniques

mind body education options, such as:

tai chi

meditation

martial arts

common factors which affect motivation, such as:

lifestyle

perceptions or beliefs

work or family commitments

injury and health issues

nutrition.

Motivation may relate to:

attribution theory:

belief systems

cause and effect

self-efficacy

internal and external locus of control

arousal and effect

neuromuscular facilitation (muscle memory)

aggression

interpersonal behaviours.

Internal imagery relates to:

visuo-motor imagery, such as:

use of mental imagery with the purpose of improving motor behaviour

use of one’s imagination to simulate an action.

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

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Discuss the principles of kinaesthetic learning with relevant personnel and how these can be applied to physical conditioning activities aimed at improving movement 
Discuss with relevant personnel ways in which the principles of kinesiology and biomechanics can contribute to the safe acquisition of dance technique or movement skills 
Become familiar with the basic principles underpinning a range of somatic methods or movement philosophies 
Use anatomical and movement terminology correctly 
Incorporate into physical conditioning activities aspects of somatic methods that match own performance requirements 
Discuss with relevant personnel somatic self-observation processes and how these can be applied to physical conditioning activities 
Work towards achieving somatic postural ideals through applying somatic self-observation processes 
Always perform warm-up and cool-down procedures in conjunction with movement activities 
Through pre and post-activity fitness appraisals identify contraindicated movement activities and take steps to rectify as required 
Discuss with relevant personnel strategies and psychological tools to enhance resilience and improve performance technique 
Incorporate understanding of the effects of motivation on physical condition of the human body into physical conditioning program 
Apply the principles of internal imagery to improve motivation and performance 

Forms

Assessment Cover Sheet

CUAOHS401A - Apply movement and behavioural principles to physical conditioning
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