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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

1. Develop lesson plans.
   • Consider participant group characteristics and identify water familiarisation, buoyancy and mobility skills to be developed.
   • Assess participant readiness.
   • Determine appropriate instructional methods to acquire the relevant skills.
   • Determine appropriate drills, activities and/or games for the participant group.
   • Develop and document lesson plans that incorporate key instructional information.
2. Conduct lessons.
   • Allocate sufficient space, assemble resources and check equipment for maintenance requirements.
   • Provide clear and accurate instruction on drills, activities and/or games.
   • Appropriately introduce participants to the water.
   • Demonstrate skills and techniques, and monitor the participation and performance of each participant.
   • Observe participant movement through water according to principles of movement in water and adjust or refine individual or group performance, as required.
   • Select and use communication techniques that encourage and support participants.
   • Modify activity, as required according to participant needs and factors that affect skills acquisition.
   • Respond to participants experiencing difficulties and answer questions as required.
   • Monitor time and complete drills, activities or games within time allocated.
   • Complete lesson documentation.
3. Review and adapt instruction.
   • Request and respond to feedback from participants.
   • Identify aspects needing further emphasis or attention in future sessions.
   • Review own performance and identify areas needing improvement.
   • Implement modifications to future instruction in response to feedback and review of participant progress.
4. Develop lesson plans.
   • Consider participant group characteristics and identify water familiarisation, buoyancy and mobility skills to be developed.
   • Assess participant readiness.
   • Determine appropriate instructional methods to acquire the relevant skills.
   • Determine appropriate drills, activities and/or games for the participant group.
   • Develop and document lesson plans that incorporate key instructional information.
5. Conduct lessons.
   • Allocate sufficient space, assemble resources and check equipment for maintenance requirements.
   • Provide clear and accurate instruction on drills, activities and/or games.
   • Appropriately introduce participants to the water.
   • Demonstrate skills and techniques, and monitor the participation and performance of each participant.
   • Observe participant movement through water according to principles of movement in water and adjust or refine individual or group performance, as required.
   • Select and use communication techniques that encourage and support participants.
   • Modify activity, as required according to participant needs and factors that affect skills acquisition.
   • Respond to participants experiencing difficulties and answer questions as required.
   • Monitor time and complete drills, activities or games within time allocated.
   • Complete lesson documentation.
6. Review and adapt instruction.
   • Request and respond to feedback from participants.
   • Identify aspects needing further emphasis or attention in future sessions.
   • Review own performance and identify areas needing improvement.
   • Implement modifications to future instruction in response to feedback and review of participant progress.

Performance Evidence

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

instruct water familiarisation, buoyancy and mobility skills according to legal, ethical and organisational requirements

develop and implement at least three lesson plans that individually or cumulatively incorporate the following aspects of water familiarisation, buoyancy and mobility skills and documents the teaching points, class formations, safety and equipment:

water familiarisation:

entering, leaving and moving through water

getting face wet

submerging and opening eyes under water

regaining a standing position

breathing

buoyancy and mobility:

front, back and side floating

gliding

torpedo

sculling

treading water

stroke exploration

use and modify the following instructional strategies for individuals and groups:

whole skill

whole, progressive part, whole

progressive part

demonstration

command and response

experiential or problem-solving

techniques to encourage the reluctant participant

reflect on the following key aspects of instruction:

the lesson

teaching methods used

risk management

potential ways to enhance learning opportunities.

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Knowledge Evidence

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

legal, ethical and organisational requirements and responsibilities for instruction:

work health and safety/occupational health and safety

working with children

duty of care/safe conduct of activities

best practice principles of aquatic activities

mandatory reporting

implications of negligence

waivers and exclusion clauses

insurance

anti-discrimination and equal opportunity

privacy and confidentiality

communication protocols

a recognised swimming teachers code of conduct

swimwear and personal protective equipment

characteristics of participant groups and appropriate drills for the various characteristics:

age

stage of development

physical or intellectual characteristics

cultural and situational factors

aspects of a body in water:

body position and density

vertical and lateral rotation

balance

forces effecting movement through water and the factors that affect each force:

buoyancy:

density

shape

symmetry and asymmetry

breathing

centre of gravity

centre of buoyancy

propulsion:

lift force

water friction

levers

resistance:

skin

frontal

eddy

principles of session planning to develop activity-specific plans:

expectations and aspirations of clients

numbers of clients

client background, experience and developmental stage

staff and financial resources

cultural and political influences

involvement and interest of parents

length and number of sessions

equipment, materials and provisions

precautions and other health and safety information

learning styles to enable the use of a variety of activities to cater for different client learning preferences:

auditory

kinaesthetic

visual

sensory

principles of growth and development to select and sequence appropriate tasks and activities

instructional methods and strategies, how and when they are used:

whole skill

whole, progressive part, whole

demonstration

command and response

experiential or problem-solving

techniques for reluctant participants

conditions, factors and external influences that effect participant uptake of skill:

physical, intellectual and emotional characteristics

environmental conditions

other facility users

spectators

parents

other instructors

background noise and distractions

class size

water depth

available water space

potential areas of ongoing instructor improvement:

knowledge

instructional skills and techniques

communication techniques that support and encourage participants

group control techniques

principles of movement in water and best practice principles of aquatic activities to enable safe, effective and consistent instruction in buoyancy and mobility skills

water familiarisation, buoyancy and mobility skills to enable accurate and comprehensive instruction to participants

use, care and maintenance of equipment

cardiopulmonary resuscitation techniques to enable initial response to emergencies as per Australian Resuscitation Council (ARC) guidelines.

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