This unit applies to those working as a snowboarding coach or guide in a variety of controlled conditions, such as blue runs at a snowsport area. This unit may also apply to those working at lodges and or resorts, or those working for private outdoor adventure companies who run snowboarding camps and holiday programs, or for volunteer organisations, not for profit organisations, government agencies, or group instructors in outdoor education programs.
Nil
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. 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 according to contextual issues, relevant legislation and organisational policies and procedures. 1.3. Determine possible hazards associated with snowboarding in a variety of snow, terrain and weather conditions. 1.4. Access relevant sources to interpret weather and environmental information and determine activity plans. |
2. Select appropriate equipment. | 2.1. Select suitable equipment after consideration of design and or construction features and contextual issues and check that it is in good working order. 2.2. Select personal clothing for activity according to the design and or construction features appropriate for the conditions. 2.3. Adjust and fit equipment according to manufacturer's specification to ensure comfort and safety. |
3. Apply 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. Execute snowboard techniques in basic skidded turns and strong edged turns through the fall line, using a blend of movements. 3.4. Control speed with the shape of the turn, using a blend of movements adapted for conditions and terrain. 3.5. Approach hazards in a safe manner and minimise risks to self and group where possible. 3.6. Take measures to guard personal safety and safety of others while snowboarding. |
4. Evaluate snowboarding activity. | 4.1. Evaluate relevant aspects of the activity. 4.2. Identify improvements for future snowboarding experiences. |
Required skills |
literacy skills to analyse, interpret and apply weather and environmental information, relevant legislation and organisational policies and procedures planning and organising skills to allocate and select relevant food, water, clothing and equipment for the snowboarding activity communication skills to interact with other participants to maintain a positive and safe environment problem-solving skills to: respond appropriately to changing conditions determine techniques to use when snowboarding in various conditions self management skills to: review and reflect on own performance set goals to improve technique 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 Alpine Responsibility Code and snowboarding practices, snowsport area signs and regulations, and minimal impact codes to ensure safety and protection of environment equipment types, characteristics and technology used for snowboarding, the advantages and disadvantages of the range of equipment, and factors affecting appropriate selection of equipment clothing requirements for outdoor activities and factors affecting appropriate clothing selection, such as layering and protective clothing snowboarding techniques, such as those performed in basic skidded turns and strong edged turns principles of nutrition to maintain health and energy during activity sources of weather and environmental information to ascertain possible 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 blue run conditions and duration of the snowboarding activity practices a range of safe snowboarding manoeuvres such as strong edged turns and skidded turns using a blend of movements while negotiating hazards, and maintaining balance and control 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 intermediate terrain to demonstrate competency and consistency of performance. Assessment must also ensure access to: a suitable snowsport location with intermediate terrain, such as blue runs, to enable demonstration of snowboarding skills resources and information, such as principles of nutrition and weather sources to accurately plan and prepare for the snowboarding activity equipment such as snowboards, bindings, boots, suitable clothing, goggles, lift pass, backpack or bumbag, 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 strategies and techniques observation of safe participation and demonstration of snowboarding skills, such as the execution of turns and speed control on blue runs 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: SISONAV302A Apply navigation skills in an intermediate environment SISOSKB307A Guide day snowboarding activities |
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. |
Conditions may include: | snow: surface snow conditions weather: visibility terrain. |
Contextual issues may include: | weather conditions, including times season transport location trip distance and duration group objectives group size. |
Relevant legislation may include: | occupational health and safety permits or permission for access environmental regulations. |
Organisational policies and procedures may include: | occupational health and safety use and maintenance of equipment communication protocols safety and emergency procedures code of ethics snowsport area signs and regulations Alpine Responsibility Code and snowboarding practices within the code. |
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 levels synoptic charts high and low tide predictions. |
Equipment may include: | beanie board boots bindings wrist guards gloves sun glasses or goggles. |
Design and or construction features may include: | long, narrow, rigid, and directional shaped board strap-in or step-in bindings with no automatic release well fitted, supportive boots length, width, sidecut, flex and tail or nose width. |
Comfort and safety may include: | height and weight boot type side-cut overall length effective edge. |
Techniques may include: | skidded turns strong edged turns edge control side-slipping with flexion-extension speed control stopping falling balance linking turns and movements. |
Movements may include: | pressure control steering edging. |
Shape of the turn may include: | medium radius long radius. |
Risks may include: | hypothermia heat exhaustion injuries exhaustion lost party or party member equipment failure. |
Measures may include: | safe falling speed observation of winter weather conditions and terrain adequate clothing fluid and food intake complying with all snowsport area signs and regulations complying with Alpine Responsibility Code and snowboarding practices within the code. |
Safety of others may include: | speed distance from other snow users. |
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. |
Outdoor Recreation
This unit contains employability skills.
No licensing, regulatory or certification requirements apply to this unit at the time of endorsement.