Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SISFFIT313A Mapping and Delivery Guide
Plan and deliver exercise to apparently healthy children and adolescents

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency SISFFIT313A - Plan and deliver exercise to apparently healthy children and adolescents
Description This unit describes the performance outcomes, skills and knowledge required to plan and deliver exercise for children and young adolescents. It involves planning, demonstration, instruction, review and modification of activities and instructional techniques to meet participant needs.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to exercise instructors who work in facilities that provide a range of exercise programs to general populations, including children and young adolescents who present with no major health conditions. This unit is applicable to those working in fitness venues, gyms or other exercise environments.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Nil
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Plan the exercise.
  • Apply appropriate pre-exercise screening procedures for children and or young adolescents prior to participation in an exercise program according to organisational policies and procedures and legislation and regulatory requirements.
  • Identify the characteristics of the participants and their needs and expectations.
  • Consult with parent, guardian or caregiver where appropriate to clarify any risk factors identified in pre-exercise assessment.
  • Recognise the sign and symptoms of major types of injuries that are commonly associated with different stages of development.
  • Recommend advice be sought from a medical or allied health professional based on any health, nutritional or dietary disorder, or medical or injury concerns according to organisational policies and procedures.
  • Provide advice on alternative options for participants who are unsuitable for the planned exercise according to organisational policies and procedures, selecting options according to the special needs of children.
  • Select exercises from an appropriate exercise repertoire according to the stages of growth and development, age variation and injury risks of the participants.
  • Select and modify appropriate equipment according to needs of participants and organisational policies and procedures.
  • Determine the instructional techniques appropriate to the participants and select and apply appropriate baseline assessments that inform the benefits of exercise.
       
Element: Instruct the exercise session.
  • Communicate the benefits of exercise for children and adolescents to participants.
  • Communicate the general features of healthy eating for children and young adolescents and provide basic dietary recommendations to improve overall health and support exercise goals.
  • Explain and demonstrate the exercises to participants and provide opportunities for questioning and clarification.
  • Demonstrate and instruct correct use of equipment according to organisational policies and procedures and manufacturer's instructions.
  • Monitor exercise intensity, technique and safety of participants during session and modify as required according to participant responses.
  • Apply appropriate motivational techniques to encourage participants and make any required modifications to activities.
  • Facilitate activities to maximise individual participation.
  • Show sensitivity to cultural and social differences.
       
Element: Evaluate the exercise session.
  • Evaluate the exercise session according to participant and or caregiver feedback and personal reflection.
  • Provide feedback to the client group on their progress and any changes recommended.
  • Determine modifications to the exercise plan where relevant to meet needs identified through evaluation.
       


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:

screens children and young adolescents prior to commencement of exercise sessions and communicates results to relevant caregivers and recommends referral to appropriate medical or allied health professionals where necessary

develops a variety of sessions for exercise that are fun, interactive and safe for a range of client groups of children and young adolescents

provides accurate and current information about healthy eating and healthy eating options in accordance with recommended guidelines

evaluates exercise sessions and modifies exercise plans according to feedback received from participants and own evaluation.

Context of and specific resources for assessment

Assessment must ensure instruction of multiple exercise sessions that are of sufficient duration and breadth to allow the demonstration of competency and consistency of performance.

Assessment must also ensure access to:

a facility where a variety of exercise modes and equipment are available, such as a weights gym, exercise room and open air

relevant resources, for example, weight to height ratios, healthy eating information for a range of ages

appropriate documentation normally used in the workplace such as fitness charts and assessment questionnaires

a range of individuals and participant groups composed of children and young adolescents.

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 instructing and monitoring exercise sessions for children and young adolescents

oral or written questioning to assess knowledge of stages of development and growth in children and young adolescents and how these relate to effective exercise planning

a portfolio of plans for exercise programs for different age groups

third-party reports from a supervisor detailing work performance.

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

SISFFIT309A Plan and deliver group exercise sessions.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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 provide clear instruction and constructive feedback to children, young adults, parents, guardians or caregivers and medical and allied health professionals regarding the pre-exercise screening and alternative options

plan and instruct activities and exercises that reflect appropriate developmental stages of adolescents

problem-solving skills to:

identify exercises targeted at specific fitness components and make modifications where required

recognise conditions outside own scope of practice and make appropriate recommendations

planning and organising skills to plan and instruct the exercise session including accessing required equipment and appropriate modifications

interpersonal skills to interact effectively with children and adolescents, parents, guardians or caregivers

numeracy skills to manage the time of sessions and facility schedules.

Required knowledge

recommended healthy eating options and dietary guidelines for children and young adults to enable the provision of accurate information to participants

limitations of a fitness instructor in providing healthy eating information

the medical and allied health sector to enable appropriate recommendations be made to parents, guardians or caregivers

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

stages of physical, social and emotional growth and development in children and young adults to enable effective planning of programs and selection of appropriate exercises.

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

legislation and regulatory requirements and organisational policies and procedures to enable safe and appropriate conduct of exercise for children and young adolescents.

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.

Pre-exercise screening must include:

medical history

functional limitations

medication

lifestyle evaluation

fitness goals

exercise history

questionnaire

caregiver

parent

legal guardian consent

interview.

Exercise programs may include:

fundamental motor skills

cardiovascular exercise for age variations

resistance training

flexibility.

Organisational policies and procedures may include:

Occupational Health and Safety

confidentiality of client information

client screening procedures

client referral procedures

ethical considerations in assessing children

use and maintenance of equipment.

Legislation and regulatory requirements may include:

Occupational Health and Safety

duty of care

privacy

anti-discrimination

copyright

licensing

child protection

trade practices

consumer protection

environmental

business registration and licences.

Participants may include:

children:

aged between 3 - 5 years

aged between 5 - 9 years

young adolescents:

aged between 9 - 16 years.

Needs and expectations may include:

recreational

social

improved fitness levels and motor skills.

Major types of injuries may include

sprains

osteochondroses

severs

patellofemoral pain syndrome

legg-calve-perthes

shoulder instability

joint hypermobility.

Medical or allied health professional may include:

general practitioners

medical specialists

paediatricians

accredited exercise physiologist

physiotherapist

occupational therapist

accredited practising dietician

osteopath

chiropractor

diabetes educator

podiatrist.

Special needs of children may include:

diabetes

overweight and obese

hypermobility

asthma and other respiratory problems

ADD

ADHD

children and adolescents on medications.

Exercise repertoire may include:

contraindications and modifications

variations to provide differing intensities

level of participant skill required

potential for combinations

exercise selection.

Stages of growth and development must include:

changes in child growth and development

effect of exercise on growth and development

social development

physiological characteristics of the exercising child though developmental stages.

Age variation may include:

session structures for different ages

coordination and motor development

communication and instructional skill difficulties

behavioural change and social needs

exercise requirements for different stages of development.

Injury risks may include:

inadequate skill and physical preparation

overtraining

biomechanics and exercise technique

physical and mental preparation

fatigue and recovery.

Equipment may include:

small, interactive and circuit-based equipment

sporting

age specific strength training equipment

cycle and ergomoters

rowing machine

treadmill.

Instructional skills may include:

transitions between exercises or games

session structure variations

communication skills

verbal and visual instructions relevant to age group

technique correction.

Baseline assessment may include:

functional motor skills

cardiovascular

strength

agility

flexibility.

Healthy eating may include:

energy balance

dietary guidelines for children and young adolescents

fuel for exercise

fuel for minimising post-exercise fatigue and maximising recovery

hydration levels

specialised dietary interventions requiring referrals.

Cultural and social differences may include:

modes of greeting, farewelling and conversation

body language, including use of body gestures

formality of language

clothing.

Motivational techniques may include:

goal setting

positive feedback

foundation of play in exercise prescription.

Modifications may include:

accommodating the physical changes and health conditions associated with developmental age

accommodating the social and psychological changes that occur with children.

Exercise plan may include:

identification of client needs and goals

an outline of the session components

order and sequence of exercises

duration, intensity, volume

equipment

progression within an exercise program

appropriate music selection.

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
Apply appropriate pre-exercise screening procedures for children and or young adolescents prior to participation in an exercise program according to organisational policies and procedures and legislation and regulatory requirements. 
Identify the characteristics of the participants and their needs and expectations. 
Consult with parent, guardian or caregiver where appropriate to clarify any risk factors identified in pre-exercise assessment. 
Recognise the sign and symptoms of major types of injuries that are commonly associated with different stages of development. 
Recommend advice be sought from a medical or allied health professional based on any health, nutritional or dietary disorder, or medical or injury concerns according to organisational policies and procedures. 
Provide advice on alternative options for participants who are unsuitable for the planned exercise according to organisational policies and procedures, selecting options according to the special needs of children. 
Select exercises from an appropriate exercise repertoire according to the stages of growth and development, age variation and injury risks of the participants. 
Select and modify appropriate equipment according to needs of participants and organisational policies and procedures. 
Determine the instructional techniques appropriate to the participants and select and apply appropriate baseline assessments that inform the benefits of exercise. 
Communicate the benefits of exercise for children and adolescents to participants. 
Communicate the general features of healthy eating for children and young adolescents and provide basic dietary recommendations to improve overall health and support exercise goals. 
Explain and demonstrate the exercises to participants and provide opportunities for questioning and clarification. 
Demonstrate and instruct correct use of equipment according to organisational policies and procedures and manufacturer's instructions. 
Monitor exercise intensity, technique and safety of participants during session and modify as required according to participant responses. 
Apply appropriate motivational techniques to encourage participants and make any required modifications to activities. 
Facilitate activities to maximise individual participation. 
Show sensitivity to cultural and social differences. 
Evaluate the exercise session according to participant and or caregiver feedback and personal reflection. 
Provide feedback to the client group on their progress and any changes recommended. 
Determine modifications to the exercise plan where relevant to meet needs identified through evaluation. 

Forms

Assessment Cover Sheet

SISFFIT313A - Plan and deliver exercise to apparently healthy children and adolescents
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

SISFFIT313A - Plan and deliver exercise to apparently healthy children and adolescents

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: