ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the Evidence Guide.

1. Assess participant readiness.

1.1. Identify the characteristics of the participant group.

1.2. Identify the water safety and survival skills to be developed.

1.3. Assess participant readiness to acquire the relevant skills.

1.4. Determine the instructional methods and instructional styles appropriate to the participant group.

1.5. Determine the appropriate drills, activities or games for the participant group.

1.6. Allocate sufficient space and assemble resources for the drills, activities or games according to relevant legislation, organisational policies and procedures, conditions and external influences.

2. Conduct drills, activities and games.

2.1. Provide clear and accurate instruction in drills, activities or games using technological aids where appropriate.

2.2. Introduce participants to the water in an appropriate manner according to best practice principles of aquatic activities.

2.3. Demonstrate skills and techniques to participant group as required.

2.4. Monitor the participation and performance of each participant, according to relevant legislation, and provide feedback as required.

2.5. Observe participants' movement through water according to the principles of movement in water and the factors affecting movement in water and adjust or refine individual or group performance as required.

2.6. Modify drills, activities or games as required, according to participant needs and factors which affect skill development.

2.7. Respond to participant concerns and questions as required, according to best practice principles.

2.8. Respond to participants experiencing difficulties according to organisational policies and procedures and relevant legislation.

2.9. Monitor time and complete drills, activities and games according to organisational policies and procedures.

3. Review and adapt the instruction.

3.1. Request and respond to feedback from participants.

3.2. Identify aspects needing further emphasis or attention in future sessions.

3.3. Review own performance and identify areas needing improvement and appropriate strategies as required.

3.4. Implement modifications to future instruction in response to feedback and review of participant progress.

Required skills

communication skills to:

provide clear instruction

confirm understanding

request and respond to participant questions and feedback

problem-solving skills to:

identify and address participant difficulties in developing water safety and survival skills

maintain group control

planning and organisational skills to:

select and instruct appropriate drills, activities or games

manage time

cardiopulmonary resuscitation techniques to enable initial response to emergencies.

Required knowledge

legislation and organisational policies and procedures that ensure the safety of clients, other facility users and staff

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

use, maintenance and care of equipment

cardiopulmonary resuscitation techniques to enable initial response to emergencies.

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:

delivers concise information, explanations and demonstrations in multiple sessions to ensure drills, activities and games are conducted safely

observes clients and provides feedback and intervention to improve individual skill performance and survival stroke techniques as appropriate

modifies instructional methods, styles and activities for individuals or groups to enhance skill development as appropriate

applies organisational policies and procedures and relevant legislation to ensure safety of participants and other facility users as appropriate.

Context of and specific resources for assessment

Assessment must ensure:

conduct of drills, activities and games in multiple sessions to develop all water safety and survival skills according to the accepted best practice principles of aquatic activities

access to a swimming pool or confined natural shallow water venue

access to safety equipment relevant to local regulatory and organisational requirements

access to appropriate clients.

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 candidate instructing, monitoring and adjusting water safety and survival skills according to the needs and characteristics of participant groups and organisational safety requirements

oral or written questioning to assess knowledge of the application of the principles of movement in water

portfolio showing structure and sequencing of sessions to meet the needs of different client groups.

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

SISCCRO302A Apply legal and ethical instructional skills.

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.

Characteristics of the participant group may include:

age

stage of development

physical or intellectual characteristics

cultural and situational factors.

Water safety and survival skills may include:

entering and exiting the water

floating, sculling and treading water

using personal flotation devices (PFD)

recognising casualties

applying self-preservation techniques

non-swimming and swimming rescues

applying survival strokes.

Instructional methods may include:

whole skill strategies

whole, progressive part, whole strategies

progressive part strategies

demonstration strategies

command and response strategies

experiential or problem-solving strategies

techniques to encourage the reluctant participant.

Drills, activities or games may include:

survival strokes

current accepted industry training

skill correction drills

modified games.

Resources may include:

flotation devices

first aid facilities and equipment

ropes

reaching poles

pool safety equipment

clipboards

instructors and equipment.

Relevant legislation may include:

occupational health and safety

duty of care

working with children.

Organisational policies and procedures may include:

occupational health and safety

communication protocols

AUSTSWIM Limited Swimming teachers Code of Conduct policy

swimwear and personal protective equipment.

Conditions and external influences may include:

environmental conditions

other facility users

spectators

parents

other instructors.

Best practice principles of aquatic activities may include:

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

AUSTSWIM Limited Swimming Teachers Code of Conduct policies

the culture of swimming and water safety.

Principles of movement in water may include:

buoyancy

flotation

hydrostatic pressure

propulsion

lift

drag

turbulence

acceleration

resistance

balance and stability.

Factors affecting movement in water may include:

body alignment

balance

core power.

Factors which affect skill development may include:

physical, intellectual and emotional characteristics

venue

distractions

class size

water depth

available water space.

Areas needing improvement may include:

knowledge

instructional skills and techniques

group control techniques.