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. Analyse the strokes of swimming.

1.1. Identify the basic biomechanical principles of the strokes of swimming and break each part into its components.

1.2. Identify observable body movements for each stage of the skill in order of importance for performing the skill.

1.3. Identify and document technique checklist.

2. Assess participant readiness.

2.1. Identify the characteristics of the participant group.

2.2. Identify the swimming strokes to be developed.

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

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

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

3. Conduct drills, activities and games.

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

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

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

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

3.5. Observe participants' movement through water according to the principles of movement in water and accounting for the factors affecting movement in water. Adjust or refine individual or group stroke technique as required.

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

3.7. Respond to participant concerns and questions as required according to best practice principles of aquatic activities.

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

4. Review and adapt the instruction.

4.1. Request and respond to feedback from participants.

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

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

4.4. 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 swimming stroke skills

maintain group control

planning and organisational skills to:

select and instruct appropriate drills, activities and games

manage time

cardiopulmonary resuscitation techniques to enable initial response to emergencies.

Required knowledge

legislation and organisational policies and procedures to 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 swimming strokes

biomechanical principles to enable the analysis of swimming strokes

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 to ensure drills, activities or games are conducted safely

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

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

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 freestyle, backstroke, breaststroke and butterfly swimming strokes 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 swimming stroke instruction, monitoring and adjustment 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

third-party reports from a supervisor detailing candidate's performance on the job.

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.

Strokes of swimming may include:

freestyle

backstroke

breaststroke

butterfly.

Characteristics of the participant group may include:

age

stage of development

physical or intellectual characteristics

cultural and situational factors.

Instructional methods may include:

whole skill 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:

strokes drills

current accepted industry training

stroke correction drills

modified games.

Resources may include:

flotation devices

first aid facilities and equipment

kickboards

noodles

pool safety equipment

clipboards

ratio of instructors or equipment to participants.

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

a recognised Swimming Teachers Code of Conduct

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

a recognised Swimming Teachers Code of Conduct

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 movementin water may include:

body alignment

balance

core power.

Factors which affect skill development may include:

individual considerations

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.