This unit applies to those working as assistant snowboarding coaches or instructors under supervision in a variety of controlled conditions, such as green runs at snowsport areas. This unit also applies to outdoor recreation leaders working for outdoor education or adventure providers; volunteer groups; not-for-profit organisations or government agencies.

Nil

ELEMENT

PERFORMANCE CRITERIA

1. Plan for a snowboarding activity.

1.1. Identify and plan food and water requirements according to principles of nutrition and the conditions of the activity.

1.2. Identify an appropriate activity site or location after consideration of contextual issues.

1.3. Identify possible hazards associated with the activity.

1.4. Access relevant sources to interpret weather and environmental information.

1.5. Comply with relevant legislation and organisational policies and procedures as specified by the supervisor.

2. Select appropriate equipment.

2.1. Select suitable equipment after consideration of design and or construction features and contextual issues and check working order.

2.2. Adjust and fit equipment according to manufacturer's specification to ensure comfort and safety.

2.3. Select personal clothing for activity according to the design and or construction features appropriate to the conditions.

3. Demonstrate snowboarding skills.

3.1. Participate in pre-snowboarding warm ups and stretching exercises.

3.2. Demonstrate straight running with an upright centred stance while looking at terrain ahead.

3.3. Apply side-slipping with flexion extension and pressure control in the lateral and longitudinal plane on both toe and heel side.

3.4. Maintain a sliding traverse with centred pressure over the board.

3.5. Link a basic turn through the fall-line, showing a blend of the fundamental movements.

3.6. Control speed by turning the board across the fall line using a blend of the movements.

3.7. Approach hazards in a safe manner and minimise risks to self and group where possible.

4. Evaluate snowboarding activity.

4.1. Evaluate relevant aspects of the activity.

4.2. Identify improvements for future snowboarding experiences.

Required skills

literacy and numeracy skills to analyse and interpret weather and environmental information

planning and organising skills to allocate and select relevant food, water, clothing and equipment for snowboarding

communication skills to interact with group leader and other participants to maintain a positive and safe environment while snowboarding

problem-solving skills to determine appropriate techniques

snowboarding skills and movements such as balancing, control, steering and edging, to manoeuvre the board effectively

first aid and emergency response skills appropriate to the location to enable initial response to emergencies and personal health care.

Required knowledge

relevant legislation and organisational policies and procedures to enable safe conduct and legal access

minimal impact codes to ensure protection of environment

equipment types, characteristics and technology used for snowboarding, the advantages and disadvantages of the range of equipment provided by supervisor, and factors affecting appropriate selection of equipment

clothing requirements for snowboarding and factors affecting appropriate clothing selection

basic snowboarding techniques and when and how to use them

principles of nutrition to maintain health and energy during activity

weather and environmental information to interpret forecast conditions and their affect on the activity

emergency procedures and potential hazards relevant to the location to ensure risk minimisation to self and group.

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:

applies relevant process to plan equipment and supply requirements appropriate to the conditions and duration of the snowboarding activity

follows written and verbal instructions from leader to accurately apply knowledge and demonstrate snowboarding techniques and manoeuvres

practices a range of appropriate snowboarding skills, such as linking basic turns through the fall line, while maintaining balance and control

seeks advice and feedback from leader and evaluates and reflects on own snowboarding performance to identify strengths, weaknesses and areas that need improvement.

Context of and specific resources for assessment

Assessment must ensure participation in multiple snowboarding activities on beginner terrain to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

resources and information, such as principles of nutrition and weather sources, to accurately plan and prepare for the snowboarding activity

a suitable snowsport location with beginner terrain, such as green runs, for basic snowboarding skills to be demonstrated

a qualified leader or supervisor

equipment such as a snowboard, bindings, boots, suitable clothing, goggles, wrist guards and food and water.

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:

oral or written questioning to assess knowledge of snowboarding manoeuvres and techniques

observation of safe participation and demonstration of snowboarding skills, such as maintaining speed control

third-party reports from a supervisor detailing performance.

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

SISONAV201A Navigate in tracked or easy untracked areas.

Guidance information for assessment

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.

Food and water requirements may include:

range of foods:

perishability

packaging

storage.

Principles of nutrition may include:

food groups

dietary guidelines

individual food requirements and allergies.

Conditions may include:

snow:

surface snow conditions

terrain:

steepness of slope

run out

weather:

visibility

wind.

Contextual issues may include:

weather conditions, including times

season

transport

location

trip distance and duration

group objectives

group size.

Hazards may include:

temperature extremes

slippery or unstable terrain

dangerous animals and insects

stinging trees and nettles

dense vegetation

group management hazards.

Relevant sources may include:

Bureau of Meteorology

media

land managers or agencies

coastal patrol or coastguard

volunteer marine rescue

local knowledge.

Weather and environmental information may include:

satellite images

daily and weekly forecasts

maximum and minimum temperatures

weather warnings

event warnings

river heights

synoptic charts

high and low tides.

Relevant legislation may include:

occupational health and safety

permits or permission for access

environmental regulations.

Organisational policies and procedures may include:

operating procedures and company or enterprise policies

occupational health and safety

use and maintenance of equipment

communication protocols

emergency procedures

code of ethics

alpine responsibility code.

Equipment may include:

beanie

board

boots

bindings

wrist guards

gloves.

Comfort and safety may include:

length of snowboard

boot type.

Movements may include:

pressure control

steering

edging.

Risks may include:

hypothermia

heat exhaustion

injuries

exhaustion

lost party or party member

equipment failure.

Relevant aspects may include:

objectives

planning process

activity site

weather

equipment selection

clothing selection

food selection

instructional content

instructional technique

directing techniques

rescue techniques employed.

Unit sector

Outdoor Recreation

This unit contains employability skills.