Assessor Resource

CUAPRF303A
Perform basic on-ground acrobatic skills

Assessment tool

Version 1.0
Issue Date: May 2024


Circus and other performers who incorporate basic acrobatic skills into their performances, apply the skills and knowledge outlined in this unit.

Circus performers entertain audiences as soloists, with a partner, or as members of a group. Performances may take place within a range of settings, including community circus, physical theatre, traditional circus, new-wave circus and street theatre.

At this level, work is normally supervised, though some autonomy and judgement can be expected in live performance situations.

This unit describes the performance outcomes, skills and knowledge required to perform basic on-ground acrobatic skills, such as rolls and cartwheels.

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:

perform a handstand holding form and shape, held for a beat

perform a sequence of 6 to 8 forward or backward rolls and 6 to 8 cartwheels with both static and running start-up

perform safe, stable landings

effectively support team members

follow safe work practices.

Context of and specific resources for assessment

Assessment must ensure access to:

venue with adequate space and safe level floor or surface

scatter mats

spotters (depending on the skill performed).

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 live or recorded performances

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 performing basic on-ground acrobatic skills

direct observation of candidate in classes and performances.

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:

CUSOHS301A Follow occupational health and safety procedures.

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 performance of basic acrobatic skills with relevant personnel

respond appropriately to feedback on own skill development and performance

learning skills to:

combine basic on-ground acrobatic and gymnastic skills for performance

perform basic on-ground acrobatic acts and routines

develop muscle memory and repetition

perform fluid and controlled body movements, including balancing

planning and organising skills to:

prepare for classes

plan practice time

problem-solving skills to develop and use mental focus strategies

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe acrobatic discipline and follow direction

apply safe work practices

teamwork skills to work collaboratively with others involved in acrobatic classes and performances.

Required knowledge

basic understanding of OHS in the context of performing basic on-ground acrobatic skills

well-developed knowledge of:

warm-up and cool-down techniques

mental focus strategies

principles underlying acrobatic movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

body positioning

folding

extending

rotating

shifting weight.

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.

Equipment may include:

foam blocks

scatter mats.

Safety issues may include:

faulty equipment

inadequate numbers of spotters

inadequate supervision by support team

safety of audience

trip hazards in the venue or facility, for example power cords

unsafe flooring.

Relevant personnel may include:

coaches

colleagues

family members

medical practitioners

mentors

nutrition experts

performers

teachers.

Warm-up exercises may include:

aerobic activities

anaerobic exercises

body conditioning and strength development

breathing techniques

coordinated breathing activities

flexibility exercises

floor work

games

group work

isolation and mobility of body parts

joint-mobility exercises

stretching.

Mental preparation techniques may include:

affirmations

focusing activities

imagery or conscious visualisation

meditation.

Routines include:

solo, pair and group performances.

Technical skills must include:

balance or stability

body awareness and control

controlled and fluid movements

coordination

flexibility

hand and body positioning

maintaining focus.

Basic acrobatic movements must include:

basic tumble run

cartwheels

handstands

forward and backward rolls

static and running start-up.

Landings include:

on feet

strong, stable landing position.

Cool-down exercises may include:

aerobic activities

anaerobic exercises

body conditioning and strength development

breathing techniques

coordinated breathing activities

flexibility exercises

floor work

games

group work

isolation and mobility of body parts

joint-mobility exercises

stretching.

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
Ensure appropriate clothing and footwear are worn 
Select, inspect and test equipment for safety and relevance 
Ensure that performance spaces are checked for safety 
Report safety issues to relevant personnel 
Correctly perform safe warm-up exercises and mental preparation techniques so body and mind are ready for routines 
Correctly apply technical skills to basic acrobatic movements 
Perform sequences of routines to ensure a smooth presentation 
Safely perform landings 
Perform safe cool-down exercises 
Clean or clear performance area to ensure safety of performers 
Store equipment to maintain quality and reliability 
Undertake self-evaluation to assess level of performance and skills development 
Use feedback from teachers and mentors to identify and develop ways to improve own basic on-ground acrobatic skills 
Set realistic goals for improvement and develop strategies to achieve those goals 

Forms

Assessment Cover Sheet

CUAPRF303A - Perform basic on-ground acrobatic skills
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUAPRF303A - Perform basic on-ground acrobatic skills

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: