Assessor Resource

SISFFIT012
Instruct movement programs to children aged 5 to 12 years

Assessment tool

Version 1.0
Issue Date: March 2024


This unit describes the performance outcomes, skills and knowledge required to plan, instruct and evaluate movement programs for children aged between five and twelve years. It requires the ability to supervise young children in small groups participating in movement programs designed to promote functional movement, physical activity and general health.

This unit does not apply to the instruction of children in the use of fitness or gym equipment typically found in gyms and other fitness facilities.

This unit applies to fitness instructors who work in a variety of fitness locations such as fitness, leisure and community centres. These individuals typically work independently with some level of autonomy in a controlled environment. Work is performed according to relevant legislation including working with children and/or vulnerable people checks, and organisational policies and procedures.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

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



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.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Determine the movement requirements of children.

1.1 Consider and confirm needs, expectations and preferences of participants, parents and/or carers using suitable questioning techniques.

1.2 Implement appropriate pre-exercise screening or assessment procedures for children prior to participation in movement program.

1.3 Clarify any risk factors or precautions identified in pre-exercise screening or assessment in consultation with parents and/or carers.

1.4 Refer children to medical or allied health professionals as required.

1.5 Select and use appropriate baseline functional activity assessments, as required.

2. Plan movement session.

2.1 Determine type of training, training methods and equipment required to achieve movement program goals.

2.2 Identify and discuss the need for parent/carer assistance and/or attendance during the session.

2.3 Select suitable functional movement activities and games for active play to meet participant needs.

2.4 Determine instructional techniques appropriate to participants.

2.5 Develop and document movement session plans that incorporate consideration of precautions and instructional information.

3. Instruct movement session.

3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements.

3.2 Provide clear exercise instructions and communicate benefits of movement and active play for participants and parents and/or carers.

3.3 Demonstrate movement techniques, activities or games including equipment where appropriate.

3.4 Monitor participation and provide children with assistance to perform movements, activities or games as required.

3.5 Select and use communication techniques that encourage a fun, interactive and inclusive environment for participation.

3.6 Monitor participation to ensure safety and optimise effectiveness and enjoyment and modify as required.

3.7 Identify signs of intolerance during movement activity and modify or cease as appropriate.

3.8 Respond to children and parents and/or carers questions as required.

3.9 Complete movement session documentation.

4. Evaluate movement session.

4.1 Monitor and evaluate movement session at appropriate intervals.

4.2 Evaluate exercise session according to participant, parent or carer feedback, professional judgement and outcomes of sessions.

4.3 Review own performance and identify areas needing improvement.

4.4 Identify aspects needing further emphasis or attention in future sessions.

4.5 Evaluate program or activities and discuss modifications to future sessions with parent and/or carer.

4.6 Document and update records of evaluation and modification.

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, document, implement and evaluate at least five suitable movement programs based around active play and promotion of movement experience for children

conduct small group movement sessions that incorporate:

use of industry endorsed pre-exercise screening or assessment procedures for children prior to participation

functional movements, games and play that reflect appropriate developmental stages of children:

throwing

jumping

kicking

running

skipping

hopping

climbing

demonstration, explanation, and instruction of activities and games relevant to age group

suitable order and sequence of activities

appropriate session structure variations

suitable duration, intensity, volume

appropriate equipment, if applicable

appropriate music selection, where appropriate

developmental stages of children and adolescents and age variations in physical, mental and social abilities

movement correction, as required

modify movement programs, addressing at least two of the following:

feedback received from children, parents and/or carers

signs and symptoms of intolerance

physical changes and health conditions

accommodation of the social changes that occur with children.

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding specific population exercise participation:

working with children and vulnerable people

privacy

anti-discrimination

work health and safety/occupational health and safety

duty of care

organisational policies and procedures in regards to specific population exercise participation:

overcrowding

ventilation and/or climate control

hygiene

emergency

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

industry endorsed client pre-exercise screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements for:

low-risk clients

moderate risk clients

higher risk clients

when there are extreme or multiple risk factors present and professional judgement to decide whether further medical advice is required identification of clients at high or higher risk of an adverse event occurring during exercise

physical activity and exercise intensity and frequency guidelines

signs and symptoms of exercise intolerance and appropriate management strategies

anatomy and physiology related to children:

thermoregulation

cardiovascular system

musculoskeletal system

nervous system

respiratory system

principles of paediatric and exercise science to enable selection of exercises appropriate to participant characteristics and needs:

growth and maturation

coordination development and control

stability

posture in children

fundamental skills

aerobic capacity

stages of growth and development in children to enable effective planning of programs and selection of games or activities:

physical

social

emotional

principles of exercise program design to enable development of a program for a specific age group

signs and symptoms of injuries typical to children aged twelve years and under:

sprains

osteochondroses (severs, patellofemoral pain syndrome, legg-calve-perthes)

shoulder instability

joint hypermobility

appropriate considerations for the selection of exercise repertoire relevant to stages of growth and development, age variation and risk of injury to participants incorporating:

contraindications and modifications

variations to provide different intensities

level of participant skill required

potential for combinations

movement implications of age and stages of growth and development:

changes in growth rate

effect of exercise on:

growth and development

social development

coordination and motor development

behavioural change and social needs

physiological characteristics of the child through developmental stages

communication and instructional skill difficulties

movement requirements for different stages of development

injury risks related to movement participation of children:

inadequate skill and physical preparation

overtraining

biomechanics and movement technique

physical and mental preparation

fatigue and recovery

suitable alternative options to suggest to parents and/or careers in situations where the child:

cannot participate safely

negatively affects the safety of other participants

has needs beyond the aims of the program

motivational techniques suitable for children:

goal setting

positive feedback

foundation of play in session prescription.

Skills must be demonstrated in:

a fitness industry workplace or simulated environment that offers a variety of appropriate services and facilities and equipment suitable for children.

Assessment must ensure use of:

a variety of equipment appropriate for use by children, e.g. balls and skipping ropes

organisational policies and procedures related to working with children

manufacturer guidelines on equipment safety and usage

industry endorsed risk stratification procedures

session plan templates with space to identify modifications/adjustments needed

an appropriate area for the delivery of movement programs

participants; these can be:

participants in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.


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.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Determine the movement requirements of children.

1.1 Consider and confirm needs, expectations and preferences of participants, parents and/or carers using suitable questioning techniques.

1.2 Implement appropriate pre-exercise screening or assessment procedures for children prior to participation in movement program.

1.3 Clarify any risk factors or precautions identified in pre-exercise screening or assessment in consultation with parents and/or carers.

1.4 Refer children to medical or allied health professionals as required.

1.5 Select and use appropriate baseline functional activity assessments, as required.

2. Plan movement session.

2.1 Determine type of training, training methods and equipment required to achieve movement program goals.

2.2 Identify and discuss the need for parent/carer assistance and/or attendance during the session.

2.3 Select suitable functional movement activities and games for active play to meet participant needs.

2.4 Determine instructional techniques appropriate to participants.

2.5 Develop and document movement session plans that incorporate consideration of precautions and instructional information.

3. Instruct movement session.

3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements.

3.2 Provide clear exercise instructions and communicate benefits of movement and active play for participants and parents and/or carers.

3.3 Demonstrate movement techniques, activities or games including equipment where appropriate.

3.4 Monitor participation and provide children with assistance to perform movements, activities or games as required.

3.5 Select and use communication techniques that encourage a fun, interactive and inclusive environment for participation.

3.6 Monitor participation to ensure safety and optimise effectiveness and enjoyment and modify as required.

3.7 Identify signs of intolerance during movement activity and modify or cease as appropriate.

3.8 Respond to children and parents and/or carers questions as required.

3.9 Complete movement session documentation.

4. Evaluate movement session.

4.1 Monitor and evaluate movement session at appropriate intervals.

4.2 Evaluate exercise session according to participant, parent or carer feedback, professional judgement and outcomes of sessions.

4.3 Review own performance and identify areas needing improvement.

4.4 Identify aspects needing further emphasis or attention in future sessions.

4.5 Evaluate program or activities and discuss modifications to future sessions with parent and/or carer.

4.6 Document and update records of evaluation and modification.

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

plan, document, implement and evaluate at least five suitable movement programs based around active play and promotion of movement experience for children

conduct small group movement sessions that incorporate:

use of industry endorsed pre-exercise screening or assessment procedures for children prior to participation

functional movements, games and play that reflect appropriate developmental stages of children:

throwing

jumping

kicking

running

skipping

hopping

climbing

demonstration, explanation, and instruction of activities and games relevant to age group

suitable order and sequence of activities

appropriate session structure variations

suitable duration, intensity, volume

appropriate equipment, if applicable

appropriate music selection, where appropriate

developmental stages of children and adolescents and age variations in physical, mental and social abilities

movement correction, as required

modify movement programs, addressing at least two of the following:

feedback received from children, parents and/or carers

signs and symptoms of intolerance

physical changes and health conditions

accommodation of the social changes that occur with children.

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

legislative and regulatory requirements regarding specific population exercise participation:

working with children and vulnerable people

privacy

anti-discrimination

work health and safety/occupational health and safety

duty of care

organisational policies and procedures in regards to specific population exercise participation:

overcrowding

ventilation and/or climate control

hygiene

emergency

standards of personal presentation

participant’s clothing and footwear

use, care and maintenance of equipment

industry endorsed client pre-exercise screening processes

industry endorsed risk stratification procedures, exercise implications and referral requirements for:

low-risk clients

moderate risk clients

higher risk clients

when there are extreme or multiple risk factors present and professional judgement to decide whether further medical advice is required identification of clients at high or higher risk of an adverse event occurring during exercise

physical activity and exercise intensity and frequency guidelines

signs and symptoms of exercise intolerance and appropriate management strategies

anatomy and physiology related to children:

thermoregulation

cardiovascular system

musculoskeletal system

nervous system

respiratory system

principles of paediatric and exercise science to enable selection of exercises appropriate to participant characteristics and needs:

growth and maturation

coordination development and control

stability

posture in children

fundamental skills

aerobic capacity

stages of growth and development in children to enable effective planning of programs and selection of games or activities:

physical

social

emotional

principles of exercise program design to enable development of a program for a specific age group

signs and symptoms of injuries typical to children aged twelve years and under:

sprains

osteochondroses (severs, patellofemoral pain syndrome, legg-calve-perthes)

shoulder instability

joint hypermobility

appropriate considerations for the selection of exercise repertoire relevant to stages of growth and development, age variation and risk of injury to participants incorporating:

contraindications and modifications

variations to provide different intensities

level of participant skill required

potential for combinations

movement implications of age and stages of growth and development:

changes in growth rate

effect of exercise on:

growth and development

social development

coordination and motor development

behavioural change and social needs

physiological characteristics of the child through developmental stages

communication and instructional skill difficulties

movement requirements for different stages of development

injury risks related to movement participation of children:

inadequate skill and physical preparation

overtraining

biomechanics and movement technique

physical and mental preparation

fatigue and recovery

suitable alternative options to suggest to parents and/or careers in situations where the child:

cannot participate safely

negatively affects the safety of other participants

has needs beyond the aims of the program

motivational techniques suitable for children:

goal setting

positive feedback

foundation of play in session prescription.

Skills must be demonstrated in:

a fitness industry workplace or simulated environment that offers a variety of appropriate services and facilities and equipment suitable for children.

Assessment must ensure use of:

a variety of equipment appropriate for use by children, e.g. balls and skipping ropes

organisational policies and procedures related to working with children

manufacturer guidelines on equipment safety and usage

industry endorsed risk stratification procedures

session plan templates with space to identify modifications/adjustments needed

an appropriate area for the delivery of movement programs

participants; these can be:

participants in the workplace, or

individuals who participate in project activities, role plays or simulated activities, set up for the purpose of assessment, within a training organisation.

Assessors must satisfy the Standards for Registered Training Organisation’s requirements for assessors, and:

have achieved a Certificate IV in Fitness or above; and

have at least 1 year consecutive post qualification fitness industry experience in the application of the skills and knowledge of the Certificate IV in Fitness.

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
Consider and confirm needs, expectations and preferences of participants, parents and/or carers using suitable questioning techniques. 
Implement appropriate pre-exercise screening or assessment procedures for children prior to participation in movement program. 
Clarify any risk factors or precautions identified in pre-exercise screening or assessment in consultation with parents and/or carers. 
Refer children to medical or allied health professionals as required. 
Select and use appropriate baseline functional activity assessments, as required. 
Determine type of training, training methods and equipment required to achieve movement program goals. 
Identify and discuss the need for parent/carer assistance and/or attendance during the session. 
Select suitable functional movement activities and games for active play to meet participant needs. 
Determine instructional techniques appropriate to participants. 
Develop and document movement session plans that incorporate consideration of precautions and instructional information. 
Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 
Provide clear exercise instructions and communicate benefits of movement and active play for participants and parents and/or carers. 
Demonstrate movement techniques, activities or games including equipment where appropriate. 
Monitor participation and provide children with assistance to perform movements, activities or games as required. 
Select and use communication techniques that encourage a fun, interactive and inclusive environment for participation. 
Monitor participation to ensure safety and optimise effectiveness and enjoyment and modify as required. 
Identify signs of intolerance during movement activity and modify or cease as appropriate. 
Respond to children and parents and/or carers questions as required. 
Complete movement session documentation. 
Monitor and evaluate movement session at appropriate intervals. 
Evaluate exercise session according to participant, parent or carer feedback, professional judgement and outcomes of sessions. 
Review own performance and identify areas needing improvement. 
Identify aspects needing further emphasis or attention in future sessions. 
Evaluate program or activities and discuss modifications to future sessions with parent and/or carer. 
Document and update records of evaluation and modification. 
Consider and confirm needs, expectations and preferences of participants, parents and/or carers using suitable questioning techniques. 
Implement appropriate pre-exercise screening or assessment procedures for children prior to participation in movement program. 
Clarify any risk factors or precautions identified in pre-exercise screening or assessment in consultation with parents and/or carers. 
Refer children to medical or allied health professionals as required. 
Select and use appropriate baseline functional activity assessments, as required. 
Determine type of training, training methods and equipment required to achieve movement program goals. 
Identify and discuss the need for parent/carer assistance and/or attendance during the session. 
Select suitable functional movement activities and games for active play to meet participant needs. 
Determine instructional techniques appropriate to participants. 
Develop and document movement session plans that incorporate consideration of precautions and instructional information. 
Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 
Provide clear exercise instructions and communicate benefits of movement and active play for participants and parents and/or carers. 
Demonstrate movement techniques, activities or games including equipment where appropriate. 
Monitor participation and provide children with assistance to perform movements, activities or games as required. 
Select and use communication techniques that encourage a fun, interactive and inclusive environment for participation. 
Monitor participation to ensure safety and optimise effectiveness and enjoyment and modify as required. 
Identify signs of intolerance during movement activity and modify or cease as appropriate. 
Respond to children and parents and/or carers questions as required. 
Complete movement session documentation. 
Monitor and evaluate movement session at appropriate intervals. 
Evaluate exercise session according to participant, parent or carer feedback, professional judgement and outcomes of sessions. 
Review own performance and identify areas needing improvement. 
Identify aspects needing further emphasis or attention in future sessions. 
Evaluate program or activities and discuss modifications to future sessions with parent and/or carer. 
Document and update records of evaluation and modification. 

Forms

Assessment Cover Sheet

SISFFIT012 - Instruct movement programs to children aged 5 to 12 years
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

SISFFIT012 - Instruct movement programs to children aged 5 to 12 years

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: