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

SRCAQU009B Mapping and Delivery Guide
Instruct water familiarisation, buoyancy and mobility skills

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency SRCAQU009B - Instruct water familiarisation, buoyancy and mobility skills
Description This unit has been developed for the Community Recreation Industry Training Package and covers the knowledge and skills required to use drills, activities and games to instruct water familiarisation, buoyancy and mobility skills.
Employability Skills Not applicable.
Learning Outcomes and Application Not applicable.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
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: Identify preferred instructional methods and styles to develop water familiarisation, buoyancy and mobility skills
  • Identify and explain instructional methods in the context of specific skills
  • Explain types and uses of feedback during instruction
  • Explain uses of demonstrations when instructing
  • Explain types and uses of questions in the instruction process
  • Explain types and uses of instructional styles in relation to a range of situations
       
Element: Assess client's readiness to acquire and perform water familiarisation, buoyancy and mobility skills
  • Identify the water familiarisation, buoyancy and mobility skills to be developed
  • Introduce new clients to the water in an appropriate manner
  • Identify and describe factors which affect skill acquisition of the water familiarisation, buoyancy and mobility skills in relation to skill acquisition of clients
  • Assess clients regarding their readiness to acquire the water familiarisation, buoyancy and mobility skills being taught or developed
       
Element: Conduct drills, activities and/or games to instruct water familiarisation, buoyancy and mobility skills
  • Select instructional methods to match the client's readiness, the work environment, the activity and the equipment available
  • Allocate sufficient space and resources for the activity and/or game
  • Deliver concise and precise relevant information, explanations and demonstrations to ensure activities and/or games are in accord with accepted best practice principles of aquatic activities
  • Place emphasis on practical involvement while adjusting or refining skills on an individualised basis
  • Make modifications to the activity when necessary
  • Teach the skill and monitor the instructional method during the instruction and assess following the instruction
  • Maintain group control to ensure the safety and enjoyment of the individual and group and a satisfactory outcome to the experience
       
Element: Review and adapt the instruction of water familiarisation, buoyancy and mobility skills in response to feedback
  • Make relevant points of emphasis before, during and/or after presentation/s and communicate in a style appropriate to the clients
  • Implement modifications to the instructional method in response to results of monitoring
  • Give clients the opportunity to comment and/or ask questions
  • Identify aspects needing further emphasis and/or attention for intervention in future sessions
       


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 identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements

Critical aspects of evidence to be considered

Assessment must confirm the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to

evaluate whether conditions are suitable to commence the session

introduce the beginner to the water appropriately

instruct water familiarisation, buoyancy and mobility skills

observe clients and recognise when and how intervention should take place to improve individual skill performance

conduct activities and games to develop water familiarisation, buoyancy and mobility skills in accordance with the accepted best practice principles of aquatic activities

modify instructional methods and activities on an individualised and/or group basis to improve skill performanc

Interdependent assessment of units

This unit must be assessed after attainment of competency in the following unit(s)

Nil

This unit must be assessed in conjunction with the following unit(s)

SRCAQU008B Apply the principles of movement in water to aquatic activities

For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)

Nil

Required knowledge and skills

Required knowledge

Water familiarisation, buoyancy and mobility principles

Activities and games to instruct water familiarisation, buoyancy and mobility skills

Relevant equipment and safety requirements, including occupational health and safety and legislative requirements

First aid and water rescue techniques

Required skills

Application of principles of movement in water

Ability to provide explanations and demonstrations, ie, self, other clients as models, videos to assist in the instruction of water familiarisation, buoyancy and mobility skills

Monitoring/observation skills to analyse client's performance of water familiarisation, buoyancy and mobility skills

Feedback and questioning skills to assist clients to acquire/improve technique

Conducting activities and/or games in accordance with the accepted best practice principles of aquatic activities

Ability to perform basic water rescue techniques

Resource implications

Physical resources - assessment of this competency requires access to

a real or simulated work environment

appropriate documentation and resources normally used in the workplace

a swimming pool and other equipment

suitable clients

the rules, policies and regulations of relevant peak bodies and/or employer organizations

Human resources - assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must

be competent in this unit but preferably be competent in the unit at the level above

be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area

have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations

Consistency in performance

Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the work environment

Context for assessment

This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace

This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a "number of locations", any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

KEY COMPETENCIES

Collect, Analyse&Organise Information

Communicate Ideas&Information

Plan&Organise Activities

Work with Others&in Teams

Use Mathematical Ideas&Techniques

Solve Problems

Use Technology

2

2

2

2

-

2

1

These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:

Use routine approaches

Select from routine approaches

Establish new approaches

Collecting, analysing and organising information -

Communicating ideas and information -

Planning and organising activities -

Working with teams and others -

Using mathematical ideas and techniques - Not applicable

Solving problems -

Using technology -

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.


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.

Not applicable.

Range Statements

The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency

CATEGORIES

Activities and/or games

that are designed to develop water familiarisation, buoyancy and mobility

such as those described in accepted industry training manuals

should include

activities to develop water familiarisation, buoyancy and mobility skills

relevant modified games

Best practice principles of aquatic activities

accepted preventative practice adopted throughout the aquatic industry to minimise safety hazards or risks

Instructors Code of Conduct policies developed by the peak bodies responsible for the teaching of swimming and water safety such as AUSTSWIM Incorporated, Australian Swimming Incorporated, Australian Swimming Coaches and Teachers Association, The Royal Life Saving Society Australia and Surf Life Saving Australia

national activity organisation regulations and guidelines

relevant national, state/territory or local government regulations and guidelines

employer organisation's policies and procedures

the culture of swimming and water safety

current and past good practice demonstrated by self or peers in the same or similar situation

Communicate in a style appropriate to the clients

age

preferred language

sensory or intellectual impairment, eg, sight loss or hearing loss

the Swimming Teachers Code of Conduct policy

Factors which affect skill acquisition

individual considerations

stage of development

personality

physical, intellectual and emotional characteristics

physical fitness

body type and composition

cultural factors

situational factors

indoor/outdoor venue

river

dam

sea

swimming pool

weather conditions

cold

rain

wind

heat

water temperature

background noise

distractions

class size

water depth

available water space

Feedback

can be

verbal

written

visual

tactile

should be an information exchange between participant and instructor regarding progress towards performance goals

Instructional methods

instructional approaches adopted by the instructor to convey instructional content to the participant

depending on the situation the instructor should be able to incorporate a range of combinations of the following approaches and/or any associated variations

whole skill strategies

whole, progressive - part, whole strategies

progressive part strategies

demonstration strategies

command and response strategies

directive approaches through specific set tasks

reciprocal or peer tutoring strategies

feedback and refinement strategies

guided discovery strategies, setting problems and allowing clients to discover solutions

experiential or problem solving strategies

techniques to encourage the reluctant participant

Instructional styles

refers to the presentation style/s adopted by the instructor to communicate with the participant

depending on the situation the instructor should be able to incorporate a range of combinations of the following styles and/or any associated variations

friendly and approachable while maintaining a 'professional distance'

clear, precise and, if appropriate, directive regarding not-negotiable issues, eg, safety factors

humorous when appropriate

laissez faire, or casual, when appropriate

organised and efficient

motivational and encouraging

disciplinarian, including modification of undesirable behaviours in clients

Readiness

cognitive development stage

social and emotional development stage

motor development stage

Resources

human resources - a ratio of instructors to clients that allows for maximum participation in a safe environment

equipment - a ratio of equipment to clients that allows for maximum participation in a safe environment

access to first aid facilities/equipment

appropriate facilities to conduct instruction in a safe environmen

Water familiarisation, buoyancy and mobility skills

entering, leaving and moving through the water

getting the face wet, submerging and opening eyes under water

regaining a standing position

breathing activities

safety and rescue skills

front, back and side floating

gliding

torpedo

sculling

treading water

stroke exploration

Work environment

organisational health and safety requirements; safe and appropriate dress; and equipment

appropriate swimwear and personal equipment

personal hygiene requirements

technical equipment, clipboards, etc

lifesaving equipment

ropes

reaching poles

flotation devices

pool safety equipment as listed in state/territory Occupational Health and Safety requirements for pools

other recommended safety guidelines are

instructional aids should be inspected before use

sun safety guidelines should be followed

hydration guidelines should be followed

designated pool area should be inspected before use

access to first aid facilities/equipment

conditions and external influences include

environmental/weather conditions

other facility users

spectators

parents

other instructors

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 explain instructional methods in the context of specific skills 
Explain types and uses of feedback during instruction 
Explain uses of demonstrations when instructing 
Explain types and uses of questions in the instruction process 
Explain types and uses of instructional styles in relation to a range of situations 
Identify the water familiarisation, buoyancy and mobility skills to be developed 
Introduce new clients to the water in an appropriate manner 
Identify and describe factors which affect skill acquisition of the water familiarisation, buoyancy and mobility skills in relation to skill acquisition of clients 
Assess clients regarding their readiness to acquire the water familiarisation, buoyancy and mobility skills being taught or developed 
Select instructional methods to match the client's readiness, the work environment, the activity and the equipment available 
Allocate sufficient space and resources for the activity and/or game 
Deliver concise and precise relevant information, explanations and demonstrations to ensure activities and/or games are in accord with accepted best practice principles of aquatic activities 
Place emphasis on practical involvement while adjusting or refining skills on an individualised basis 
Make modifications to the activity when necessary 
Teach the skill and monitor the instructional method during the instruction and assess following the instruction 
Maintain group control to ensure the safety and enjoyment of the individual and group and a satisfactory outcome to the experience 
Make relevant points of emphasis before, during and/or after presentation/s and communicate in a style appropriate to the clients 
Implement modifications to the instructional method in response to results of monitoring 
Give clients the opportunity to comment and/or ask questions 
Identify aspects needing further emphasis and/or attention for intervention in future sessions 

Forms

Assessment Cover Sheet

SRCAQU009B - Instruct water familiarisation, buoyancy and mobility skills
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

SRCAQU009B - Instruct water familiarisation, buoyancy and mobility skills

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: