Assessor Resource

SISOSKB201A
Demonstrate snowboarding skills on beginner terrain

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to those working as assistant snowboarding coaches or instructors under supervision in a variety of controlled conditions, such as green runs at snowsport areas. This unit also applies to outdoor recreation leaders working for outdoor education or adventure providers; volunteer groups; not-for-profit organisations or government agencies.

This unit describes the performance outcomes, skills and knowledge required to snowboard on beginner terrain such as a green run at a snowsport area.

No licensing, regulatory or certification requirements apply to this unit at the time of endorsement.

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

Prerequisites

Nil

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 following is essential:

applies relevant process to plan equipment and supply requirements appropriate to the conditions and duration of the snowboarding activity

follows written and verbal instructions from leader to accurately apply knowledge and demonstrate snowboarding techniques and manoeuvres

practices a range of appropriate snowboarding skills, such as linking basic turns through the fall line, while maintaining balance and control

seeks advice and feedback from leader and evaluates and reflects on own snowboarding performance to identify strengths, weaknesses and areas that need improvement.

Context of and specific resources for assessment

Assessment must ensure participation in multiple snowboarding activities on beginner terrain to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

resources and information, such as principles of nutrition and weather sources, to accurately plan and prepare for the snowboarding activity

a suitable snowsport location with beginner terrain, such as green runs, for basic snowboarding skills to be demonstrated

a qualified leader or supervisor

equipment such as a snowboard, bindings, boots, suitable clothing, goggles, wrist guards and food and water.

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:

oral or written questioning to assess knowledge of snowboarding manoeuvres and techniques

observation of safe participation and demonstration of snowboarding skills, such as maintaining speed control

third-party reports from a supervisor detailing performance.

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

SISONAV201A Navigate in tracked or easy untracked areas.

Guidance information for assessment

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

literacy and numeracy skills to analyse and interpret weather and environmental information

planning and organising skills to allocate and select relevant food, water, clothing and equipment for snowboarding

communication skills to interact with group leader and other participants to maintain a positive and safe environment while snowboarding

problem-solving skills to determine appropriate techniques

snowboarding skills and movements such as balancing, control, steering and edging, to manoeuvre the board effectively

first aid and emergency response skills appropriate to the location to enable initial response to emergencies and personal health care.

Required knowledge

relevant legislation and organisational policies and procedures to enable safe conduct and legal access

minimal impact codes to ensure protection of environment

equipment types, characteristics and technology used for snowboarding, the advantages and disadvantages of the range of equipment provided by supervisor, and factors affecting appropriate selection of equipment

clothing requirements for snowboarding and factors affecting appropriate clothing selection

basic snowboarding techniques and when and how to use them

principles of nutrition to maintain health and energy during activity

weather and environmental information to interpret forecast conditions and their affect on the activity

emergency procedures and potential hazards relevant to the location to ensure risk minimisation to self and group.

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.

Food and water requirements may include:

range of foods:

perishability

packaging

storage.

Principles of nutrition may include:

food groups

dietary guidelines

individual food requirements and allergies.

Conditions may include:

snow:

surface snow conditions

terrain:

steepness of slope

run out

weather:

visibility

wind.

Contextual issues may include:

weather conditions, including times

season

transport

location

trip distance and duration

group objectives

group size.

Hazards may include:

temperature extremes

slippery or unstable terrain

dangerous animals and insects

stinging trees and nettles

dense vegetation

group management hazards.

Relevant sources may include:

Bureau of Meteorology

media

land managers or agencies

coastal patrol or coastguard

volunteer marine rescue

local knowledge.

Weather and environmental information may include:

satellite images

daily and weekly forecasts

maximum and minimum temperatures

weather warnings

event warnings

river heights

synoptic charts

high and low tides.

Relevant legislation may include:

occupational health and safety

permits or permission for access

environmental regulations.

Organisational policies and procedures may include:

operating procedures and company or enterprise policies

occupational health and safety

use and maintenance of equipment

communication protocols

emergency procedures

code of ethics

alpine responsibility code.

Equipment may include:

beanie

board

boots

bindings

wrist guards

gloves.

Comfort and safety may include:

length of snowboard

boot type.

Movements may include:

pressure control

steering

edging.

Risks may include:

hypothermia

heat exhaustion

injuries

exhaustion

lost party or party member

equipment failure.

Relevant aspects may include:

objectives

planning process

activity site

weather

equipment selection

clothing selection

food selection

instructional content

instructional technique

directing techniques

rescue techniques employed.

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
Identify and plan food and water requirements according to principles of nutrition and the conditions of the activity. 
Identify an appropriate activity site or location after consideration of contextual issues. 
Identify possible hazards associated with the activity. 
Access relevant sources to interpret weather and environmental information. 
Comply with relevant legislation and organisational policies and procedures as specified by the supervisor. 
Select suitable equipment after consideration of design and or construction features and contextual issues and check working order. 
Adjust and fit equipment according to manufacturer's specification to ensure comfort and safety. 
Select personal clothing for activity according to the design and or construction features appropriate to the conditions. 
Participate in pre-snowboarding warm ups and stretching exercises. 
Demonstrate straight running with an upright centred stance while looking at terrain ahead. 
Apply side-slipping with flexion extension and pressure control in the lateral and longitudinal plane on both toe and heel side. 
Maintain a sliding traverse with centred pressure over the board. 
Link a basic turn through the fall-line, showing a blend of the fundamental movements. 
Control speed by turning the board across the fall line using a blend of the movements. 
Approach hazards in a safe manner and minimise risks to self and group where possible. 
Evaluate relevant aspects of the activity. 
Identify improvements for future snowboarding experiences. 

Forms

Assessment Cover Sheet

SISOSKB201A - Demonstrate snowboarding skills on beginner terrain
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

SISOSKB201A - Demonstrate snowboarding skills on beginner terrain

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: