Application
This unit describes the performance outcomes, skills and knowledge required to select an appropriate progression of activities to promote the development of infants and toddlers over 6 months of age in an aquatic environment.
This unit applies to those conducting learn-to-swim and water safety classes in swimming pools and confined natural shallow water venues. Work is performed according to relevant legislation including working with children and/or vulnerable people checks, organisational policies and procedures and best practice principles of aquatic activities.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
Elements and Performance Criteria
ELEMENTS | PERFORMANCE CRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Develop activity plans. | 1.1 Consider participant group characteristics and identify motor, cognitive and personal development skills to be developed. 1.2 Determine appropriate water-based activities that promote required skills. 1.3 Plan and structure activities for developmental progression with equipment and resources appropriate to age and stage of development. 1.4 Develop and document activity plans that incorporate key information. |
2. Conduct activities. | 2.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements. 2.2 Provide clear information to participants and confirm understanding using age-appropriate communication techniques. 2.3 Facilitate experiences that encourage motor, cognitive and personal development. 2.4 Arrange aquatic resources and equipment to provide challenge, choice and encourage independence. 2.5 Provide opportunities to make limited choices and experience consequences of choices. 2.6 Introduce new ideas or activities that build on existing knowledge, skills and interests. 2.7 Encourage caregivers to become actively involved in introducing new aquatic experiences to participants. 2.8 Monitor time and complete activities within allocated time. 2.9 Complete activity documentation and progress notes. |
3. Review and adapt instruction. | 3.1 Provide clear information to caregivers. 3.2 Seek and respond constructively to feedback and questions. 3.3 Review own performance and identify areas needing improvement. 3.4 Implement modifications to future session in response to feedback and review of participant progress. |
Evidence of Performance
Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:
promote the development of infants and toddlers according to legal, ethical and organisational requirements
develop and implement at least three activity plans with infants, toddlers and caregivers in aquatic activities using games and activities that promote the following motor, cognitive development and personal development skills:
motor development:
fine and gross motor skills
reflexive movements
disorganised and unstable movements
control of breathing, coughing and swallowing
organised and voluntary movement
coordinated movements with buoyancy, head and breath control
cognitive development:
attention to details/attention span
classification of information
memory
imagination and conceptual development
problem-solving skills
language acquisition
choice and consequences
independence
environmental awareness
personal development:
opportunities to separate from caregivers
encouragement of caregivers to introduce new experiences
select and use communication techniques suited to infants and toddlers
reflect on the following key aspects of instruction
the lesson
teaching methods used
risk management
potential ways to enhance learning opportunities.
Evidence of Knowledge
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
principles of session planning to develop activity-specific plans:
expectations and aspirations of parents or caregivers
numbers of clients
client background, experience and developmental stage
staff and financial resources
cultural and political influences
involvement and interest of parents or caregivers
length and number of sessions
equipment, materials and provisions
precautions and other health and safety information
instructional methods and principles:
whole skill strategies
progressive part strategies
demonstration strategies
command and response strategies
experiential or problem-solving strategies
techniques to encourage the reluctant participant
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
temperament and personality characteristics of infants and toddlers:
easy child
slow to warm up child
difficult child
development stages of infants and toddlers:
motor
cognitive
personal development
aquatic activities and games to facilitate motor, cognitive and personal development in infants and toddlers
appropriate use, care and ongoing maintenance of industry relevant equipment and resources.
Assessment Conditions
Skills must be demonstrated in:
a workplace or simulated warm water pool.
Assessment must ensure use of:
infant and toddler participants with differing needs and expectations
organisational policies and procedures
aquatic equipment and toys.
Assessment must ensure access to:
first aid facilities and equipment.
Assessment activities that allow the individual to:
conduct activities within industry required timeframes
respond to problems that typically arises when working with infants and toddlers in an aquatic environment.
Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.
Foundation Skills
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.
Sectors
Community Recreation
Competency Field
Aquatics