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Elements and Performance Criteria

Required Skills

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 onground acrobatic and gymnastic skills for performance

perform basic onground 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

problemsolving skills to develop and use mental focus strategies

selfmanagement 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 onground acrobatic skills

welldeveloped knowledge of

warmup and cooldown techniques

mental focus strategies

principles underlying acrobatic movements and techniques such as

relationship with gravity

spatial awareness

successional movement

body positioning

shifting weight

Evidence Required

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 to forward or backward rolls and to cartwheels with both static and running startup

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

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

thirdparty workplace reports of onthejob 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 onground acrobatic skills

direct observation of candidate in classes and performances

Assessment methods should closely reflect workplace demands eg literacy and the needs of particular groups eg 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

CUSOHSA Follow occupational health and safety procedures

CUSOHS301A Follow occupational health and safety procedures.

Range Statement

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.