Assessor Resource

SISOSKB407A
Instruct snowboarding

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to those working as snowboarding instructors at a snowsport area.

This unit may also apply to 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 instruct snowboarding. This unit focuses on planning, instructing and evaluating an instructional snowboarding session to enable participants to achieve the skills and knowledge required to participate independently, or with minimal supervision, in a snowboarding activity.

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:

plans and delivers precise relevant information, explanations and demonstrations for snowboarding session to ensure activities are conducted safely according to participant's needs and characteristics

observes and monitors the progress of participants and provides constructive feedback and intervention to improve snowboarding performance

uses and modifies instructional techniques and or activities to cater for a range of individual learning styles

evaluates and reflects on own instruction performance to identify strengths, weaknesses and areas that need improvement.

Context of and specific resources for assessment

Assessment must ensure instruction of safe snowboarding activities that reflect the needs and characteristics of a range of participants to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

resources and information regarding participants and location to accurately plan, instruct and document snowboarding sessions for a variety of participants

a suitable snowsport area for the conduct of instructional sessions

an indoor location suitable for the conduct of aspects of the instructional session and instructional tools such as videos, DVDs, televisions, whiteboards, books, magazines, handouts and the internet if required

a group of participants to take part in the snowboarding session

equipment such as snowboards, bindings, boots, suitable clothing, goggles, lift pass, back pack, food and water, safety, rescue and first aid equipment.

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:

observation of planning processes, such as consulting with participants to determine their needs and characteristics

oral or written questioning to assess knowledge of relevant legislation and organisational policies and procedures to enable safe conduct of all snowboarding activities

observation of safe snowboarding instruction, monitoring and adjustment according to participant's needs and characteristics

portfolio of snowboarding session plans

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:

SISOSKB404A Snowboard on advanced terrain.

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:

consult with participants to plan an appropriate snowboarding session,

convey information about the safety aspects of the session

interact with participants to create a safe and positive environment

problem-solving skills to:

plan snowboarding sessions according to participant's needs and characteristics,

address participant difficulties in developing techniques

anticipate and respond appropriately to non-routine situations

planning and organising skills to:

source, allocate and coordinate resources, equipment and a suitable snowsport area,

monitor and evaluate progress

organise participants into manageable groups for snowboarding

language and literacy skills to:

produce snowboarding and instructional plans for the session

complete post session participant and self evaluations

apply for permission or permits to use a suitable snowsport area to instruct a group

instructional techniques to suit a range of participant's needs, characteristics and learning styles

personal snowboarding skills to a high level of technical correctness to demonstrate and explain techniques to participants

first aid and emergency response skills appropriate to the location to enable initial response and or rescue in emergencies whilst instructing snowboarding.

Required knowledge

legislation and organisational policies and procedures to enable safe conduct of snowboarding activities

Alpine Responsibility Code and snowboarding practices, snowsport area signs and regulations, and minimal impact codes to ensure safety and protection of environment

information about local snowsport area to assist in the planning process and enable management of potential snowboarding hazards and any special restrictions applying to the area

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

clothing requirements for outdoor activities and factors affecting appropriate clothing selection, such as layering and protective clothing

care and maintenance of snowboarding equipment to ensure prolonged life span and safety requirements

instruction techniques and theories applicable to a range of ages and learning abilities

principles of nutrition to maintain health and energy throughout the session

snowboarding techniques and common communication methods used between snowboarders to reduce risk

technical snowboarding knowledge, such as techniques and procedures to suit the features of the surface

sources of weather and terrain information to ascertain possible conditions and their affect on the session

hazards and risks associated with snowboarding in various conditions on different terrain and how to avoid or negotiate these

first aid, emergency and rescue procedures 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.

Participant's needs and characteristics may include:

age

cultural factors

fitness level and physical capabilities

snowboarding skills and knowledge

injuries and illnesses.

Session's aims and objectives may include:

developing snowboarding skills and techniques

education

development

therapy

fitness targets

recreation.

Instructional plan may include:

snowboarding activities and drills

duration of activities and drills.

Snowboarding plan may include:

session's aims and objectives

date, time and duration

location

instructor and participant ratios

resources

equipment

food and water

weather details

participant information:

safety requirements

risk management plan.

Relevant legislation may include:

occupational health and safety

permits or permission for access

environmental regulations.

Organisational policies and procedures may include:

occupational health and safety

risk management procedures

time and budget constraints

use and maintenance of equipment

communication protocols

confidentiality of participant information

instructor and participant ratios

code of ethics

snowsport area signs and regulations

Alpine Responsibility Code and snowboarding practices within the code.

Hazards may include:

temperature extremes

slippery or unstable terrain

dangerous animals and insects

stinging trees and nettles

dense vegetation

group management hazards.

Risks may include:

hypothermia

heat exhaustion

injuries

exhaustion

lost party or party member

equipment and course failure.

Relevant sources may include:

Bureau of Meteorology

media

land managers or agencies

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.

Contingency plans may include:

change in weather

equipment failure

unavailability of equipment or suitable snowsport area.

Equipment may include:

snowboarding equipment:

snowboard

bindings

boots

safety and rescue equipment:

repair equipment

first aid kit

emergency position indicating radio beacon (EPIRB).

Resources may include:

sun screen

appropriate clothing

food and water

back pack

teaching aids.

Contextual issues may include:

weather conditions, including times

season

transport

location

trip distance and duration

group objectives

group size.

Relevant information may include:

equipment and resource requirements, selection and use:

safety procedures

risk prevention measures

possible hazards

risk management

snowboarding techniques

communication

objectives

rules and codes

responsible and safe behaviour.

Feedback may include:

information on participant progress

any improvements needed

verbal

written

visual.

Communication system may include:

calls

radio

hand signals

whistles.

Safety procedures may include:

equipment checked and undamaged

snowboarders ready

correct fitting equipment

wearing of helmets

appropriate spacing between participants

understanding of contingency and risk management plans

use of safety and rescue equipment.

Participant's performance may include:

use of appropriate communication system

snowboarding technique

snowboarding pace over various distances and conditions

attitude

negotiation of hazards

use and maintenance of equipment.

Instructional techniques may include:

sequence of instruction:

simple to complex

part to whole

chronological

known to unknown

D.E.D.I.C.T:

demonstrate

explain

demonstrate

instruct

critique

test

E.D.I.C.T:

explain

demonstrate

instruct

critique

test

I.D.E.A:

introduce

demonstrate

explain

apply

Required knowledge may include:

relevant legislation

organisational policies and procedures

snowboarding skills and techniques

snow features and conditions

terrain and weather reading skills

factors to consider when planning a snowboarding session

minimal impact practices

risk and hazard management

equipment selection, use and maintenance

communication systems used in snowboarding.

Snowboarding skills may include:

skidded and edged turns

edge control

side-slipping with flexion-extension

speed control

stopping

falling

balance

straight running

upright stance

blend of movements

Safety and rescue procedures may include:

emergency response procedures

group management in emergency situations

relevant legislation

organisational policies and procedures

equipment checked and in good working condition

correct fitting and undamaged equipment

use of communication systems.

Opportunities may include:

locations suitable to skill level

range of snowboarding equipment available

snowboarding clubs or groups in the local area.

Relevant aspects may include:

objectives

planning process

activity site

weather

equipment selection

clothing selection

food selection

instructional content

instructional technique

assessment technique

group feedback

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
Establish participant's needs and characteristics. 
Assess participant's current snowboarding knowledge in order to determine the session'saims and objectives. 
Determine an appropriate instructional plan according to participant's needs and characteristics. 
Develop a snowboarding plan according to participant's needs and characteristics, relevant legislation and organisational policies and procedures. 
Identify potential hazards associated with snowboarding and minimise risks according to organisational policies and procedures. 
Access relevantsources to interpret detailed weather and environmental information and determine contingency plans. 
Select and access equipment and resources according to contextual issues and organisational policies and procedures, and check working condition. 
Check equipment for safety and suitability according to relevant legislation and manufacturer's recommendations, and adjust and fit to ensure personal comfort. 
Check contents of first aid and repair kits to ensure suitability to the location and activity. 
Communicate instructions and relevant information about the snowboarding session in a manner appropriate to the participants. 
Encourage participants to seek clarification, information and feedback as required during the session. 
Establish a suitable communication system for participants to use while snowboarding. 
Inform participants of known and anticipated hazards, safety procedures and appropriate behaviour. 
Check and confirm that all participant equipment is fitted and adjusted. 
Conduct introductory activities for participants to reduce the risk of injury. 
Monitor individual participant's performance during snowboarding session. 
Provide positive encouragement and or feedback to each participant throughout session and encourage feedback and questioning. 
Apply clear and accurate instructional techniques to impart activity specific knowledge, snowboarding skills and safety and rescue procedures. 
Observe participants during snowboarding and adjust or refine individual and or group technique as required. 
Inform participants of opportunities to further develop their snowboarding skills and knowledge. 
Retrieve, inspect, repair and store equipment according to organisational policies and procedures. 
Provide opportunities for participants to identify their personal progress and satisfaction with the session, and give feedback as required. 
Evaluate relevant aspects of the snowboarding session and determine the level of learning achieved. 
Identify potential areas of improvement for future snowboarding instructional sessions. 

Forms

Assessment Cover Sheet

SISOSKB407A - Instruct snowboarding
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

SISOSKB407A - Instruct snowboarding

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: