This unit applies to current or aspiring individuals operating as Kindergym leaders. This includes planning, conducting and evaluating lessons and programs in a recognised Kindergym Australia program or similar.

Nil

ELEMENT

PERFORMANCE CRITERIA

1. Plan Kindergym lessons.

1.1. Establish participant and carer's needs and characteristics.

1.2. Assess participant and carer's readiness and current knowledge of Kindergym requirements in order to determine lesson aims and objectives.

1.3. Develop a plan according to participant's needs and characteristics, relevant legislation, organisational policies and procedures and accepted best practice of Kindergym.

1.4. Identify safety procedures associated with Kindergym activities according to plan and organisational policies and procedures.

1.5. Select and access Kindergym facility, equipment and resources according to organisational policies and procedures, and check to ensure safety and suitability.

1.6. Set up a variety of developmentally appropriate equipment that provides maximum participation opportunities.

2. Brief participants and carers.

2.1. Communicate instructions and relevant information in a manner appropriate to the participants and carers.

2.2. Encourage participants and carers to seek clarification, information and feedback as required during the lesson.

2.3. Inform participants and carers of known and anticipated risks, safety procedures and appropriate behaviour.

2.4. Establish a suitable communication system appropriate to the developmental age and level of participants.

3. Conduct lesson.

3.1. Apply teaching and coaching techniques during activities to develop fundamental motor, cognitive and social skills according to accepted best practice of Kindergym.

3.2. Conduct engaging warm-up and introductory activities.

3.3. Monitor individual participant's performance and communicate with and utilise carers to enhance learning of participants.

3.4. Demonstrate procedures for dealing with emergency and non-routine situations according to organisational policies and procedures.

3.5. Allow time for cooling down at the end of the lesson and inform participants and carers of how to further develop their skills.

4. Complete post-lesson responsibilities.

4.1. Provide opportunities for participants and carers to identify their personal progress and satisfaction with the lesson, and give feedback as required.

4.2. Evaluate relevant aspects of lesson and determine the level of learning achieved.

4.3. Identify potential areas of improvement for future Kindergym lessons.

Required skills

communication skills to:

consult with participants and carers to plan Kindergym lessons that meets their needs

convey information about the safety aspects of the lessons

interact with participants and carers to create a safe and positive environment

problem-solving skills to:

plan suitable Kindergym lessons according to participant's needs and characteristics

address participant difficulties in developing fundamental skills

recognise participant's readiness to progress to the next level

anticipate and respond to non-routine situations

planning and organising skills to:

source, allocate and coordinate resources, equipment and a facility

monitor and evaluate progress

organise participants and carers into manageable groups for activities

language and literacy skills to:

produce a plan for the lessons

complete post-lesson participant and self-evaluations

give and receive feedback to infants and adult carers

numeracy skills to deliver activities within lesson timeframes

first aid and emergency response skills appropriate to the facility to enable initial response in emergencies.

Required knowledge

legislation, organisational policies and procedures, and accepted best practice of Kindergym to enable safe conduct of lessons

guiding principles of Kindergym Australia to plan engaging, developmentally appropriate activities for infants

site-specific information to assist in the planning process and enable management of potential risks and any special restrictions applying to the facility

equipment types, characteristics and set up for Kindergym activities to enable safe conduct of all activities

teaching and coaching techniques and practices applicable to infants aged five and under

fundamental gymnastic skills to plan specific activities that promote motor, cognitive and social development in individuals and groups

infant growth and development patterns and characteristics to plan a variety of activities to enhance fundamental skills of gymnastics

communication systems used in Kindergym programs to ensure safety of participants and carers

risks associated with Kindergym activities and methods of mitigating these risks

adult learning principles to maximise involvement of carers

emergency response and safety procedures appropriate for Kindergym, 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:

plans and delivers information, explanations and demonstrations for Kindergym lessons to ensure activities are conducted safely, according to participant and carer's needs and characteristics

uses and modifies teaching and coaching techniques and activities to cater for a range of individual learning styles

provides constructive feedback and intervention to improve and develop fundamental gymnastic skills of infants

evaluates and reflects on own coaching performance to identify strengths, weaknesses and areas that need improvement.

Context of and specific resources for assessment

Assessment must ensure conduct of safe Kindergym activities that reflect the needs and characteristics of a range of participants and carers, and are of sufficient duration and breadth to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

resources and information regarding participants, carers and facility to plan, coach and document gymnastics lessons

a suitable facility to conduct Kindergym lessons

a group of participants and adult carers to take part in Kindergym lessons

suitable Kindergym equipment for infants under five years of age

current relevant legislation, organisational policies and procedures and best practice principles of Kindergym that impact on the conduct of activities for participants.

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 planning processes, such as consulting with participants and carers to determine their needs and characteristics

oral or written questioning to assess knowledge of relevant legislation, organisational policies and procedures, and accepted best practice of Kindergym to enable safe conduct of all activities during the lessons

observation of safe coaching, monitoring and adjusting according to participant and carer's needs, characteristics and responses

portfolio of lesson plans and self-evaluations

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:

SISCCRO302A Apply legal and ethical instructional skills.

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.

Participant may include:

infants, five years and under.

Needs and characteristics may include:

age

cultural and situational factors

fitness level and physical capabilities

injuries and illnesses.

Readiness may include:

accompanied by a suitable adult carer

motor performance factors.

Lesson aims and objectives may include:

improving fundamental motor, cognitive and social skills

enhancing self-confidence and esteem

providing positive and fun movement experiences.

Plan may include:

lesson aims and objectives

date, time and duration

facility, equipment and resources

coach, participant and carer ratios

safety requirements.

Relevant legislation may include:

occupational health and safety

permission from gymnastic clubs or schools to use facility

privacy

working with children

duty of care.

Organisational policies and procedures may include:

occupational health and safety

conflict resolution

communication protocols

use and maintenance of equipment

assessment procedures

time and budget constraints

code of ethics.

Accepted best practice of Kindergym may include:

a recognised gymnastics program for infants

guiding principles of Kindergym Australia

safety considerations for program content

Gymnastics Coaches Code of Conduct policy

sport program management and technical regulations.

Safety procedures may include:

supervision

group management in emergency situations

symptoms, treatment and prevention of common Kindergym injuries

warming up, stretching and cooling down

traffic flow to prevent collisions.

Activities may include:

sequential progression of motor, cognitive and social skills

partners, small groups and whole class

warm-ups and cool-downs.

Kindergym facility may include:

gymnasium

halls

sports centres

mobile facility.

Equipment may include:

Olympic gymnastic equipment

modified equipment

hand held equipment

improvised equipment.

Resources may include:

teaching and coaching tools

first aid equipment and facilities.

Relevant information may include:

skills focus

equipment and resource requirements

role of adult carer

safety procedures and risk management

communication systems

responsible and safe behaviour.

Risks may include:

injuries

collision

lack of adequate supervision by adult carer

damaged or faulty equipment.

Teaching and coaching techniques may include:

free exploration

direct teaching

guided teaching

use of music and voice.

Fundamental motor, cognitive and social skills may include:

motor skills:

locomotor

non-locomotor

manipulative

fine motor

cognitive skills:

body awareness

spatial awareness

language

recognition

creativity

musical or rhythm

social skills:

self-concept

social development.

Participant's performance may include:

motor, cognitive and social skills

attitude and behaviour.

Relevant aspects may include:

effectiveness of the teaching and coaching lesson

suitability of teaching and coaching methods

level of individual learning achieved

feedback provided to or by participants and or carers.

Unit sector

Sport

This unit contains employability skills.