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 issues associated with maintaining resilience in a competitive environment
critical thinking and analytical skills to:
reflect on complex behavioural issues and make judgments and decisions about those issues
improve own behavioural and thinking patterns through critical self-analysis
initiative and enterprise skills to develop lateral solutions for coping with performance anxiety
learning skills to understand and apply psychological theories to improve own performance
literacy skills to interpret varied information dealing with complex issues from a range of sources
planning and organisational skills to develop and action strategies to deal with aspects of working and performing in a competitive environment
problem-solving skills to adjust to constraints and limitations
technology skills to use the internet as a research tool.
Required knowledge
cognitive behavioural model of psychology
theories of social behaviour
terminology associated with psychological research and behavioural theories
operation of the nervous system
anxiety theories
physiological responses to stress and anxiety.
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 medical practitioner psychologist counsellor psychiatrist physiotherapist dietician mentor qualified fitness instructor supervisor colleague fellow student performer. |
Key developmental stagesmay relate to: | Piaget’s four stages of cognitive development: sensorimotor period preoperational period concrete operational stage formal operational stage relationship between motor, perceptual, cognitive and social development role of the nervous system in the transmission of information. |
Basic influencesmay relate to: | attitudes, including: envy of others’ success resentment at not being selected for a role ambition. |
Causes of performance anxiety may include: | lack of confidence fear of not meeting audience’s expectations fear of being judged fear of failure negative thinking. |
Effects of performance anxiety may include: | physical symptoms, such as: racing heart dry mouth shaky voice blushing trembling sweating nausea ‘butterflies’ in the stomach hyperventilating bodily response, such as: release of adrenaline into the blood stream causing ‘flight or fight’ syndrome with physical characteristics, such as: contraction of neck muscles back muscles drawing the spine into a concave position tensing of muscles feeling of cold in fingers, toes, ears, nose increased blood pressure dilation of pupils increased breathing behavioural effects, such as: not knowing what to do or say inability to read notes due to temporary impairment of close vision increased awareness of members of the audience due to temporary improvement in long range vision feeling embarrassed. |
Strategies may relate to: | cognitive restructuring, such as: reducing the perceived or imagined power of audience members to make negative judgements reducing anxiety by perceiving performances as challenges rather than threats recognising and eliminating negative self-talk making affirmations to eliminate the tendency to imagine negative outcomes reducing the significance of the event causing anxiety by placing it in the bigger context of one’s whole life focusing on the present focusing on a single element or action at a time managing physiological arousal symptoms stretching deep breathing light aerobic exercises meditative techniques, such as: yoga tai chi creative visualisation meditation related to kinaesthetic awareness drug therapies, such as: beta blockers anti-depressants. |
Coping mechanisms may include: | breathing exercises visualisation and imagery self-talk internalising or self-focus centring cue words pre-performance routines distraction self-monitoring using feedback goal setting cognitive restructuring relaxation thought stoppage feedback from others concentration and attention. |
Techniques may relate to: | exercise program nutrition and diet warm-up and cool-down procedures appropriate clothing and footwear. |
Individual differences may relate to: | dancer identity support network severity of injury secondary gain additional life stressors thinking style coping style. |
Psychological tools may relate to: | relating examples of the four attention 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 and goal setting creative visualisation techniques mind body education options, such as: tai chi meditation martial arts common factors that affect motivation, such as: lifestyle perceptions or beliefs work or family commitments injury and health issues nutrition. |
Motivation may relate to: | attribution theory and belief systems and cause and effect self-efficacy internal and external locus of control arousal and effect neuromuscular facilitation (muscle memory) aggression interpersonal behaviour. |
Internal imagery relates to: | visuo-motor imagery, including use of: mental imagery to improve motor behaviour 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