Apply movement and behavioural principles to physical conditioning Evidence Guide

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Evidence Guide: CUAOHS401A - Apply movement and behavioural principles to physical conditioning

Student: __________________________________________________

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Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

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CUAOHS401A - Apply movement and behavioural principles to physical conditioning

What evidence can you provide to prove your understanding of each of the following citeria?

Refine understanding of human movement principles

Discuss the principles of kinaesthetic learning with relevant personnel and how these can be applied to physical conditioning activities aimed at improving movement
Discuss with relevant personnel ways in which the principles of kinesiology and biomechanics can contribute to the safe acquisition of dance technique or movement skills
Become familiar with the basic principles underpinning a range of somatic methods or movement philosophies
Use anatomical and movement terminology correctly

Discuss the principles of kinaesthetic learning with relevant personnel and how these can be applied to physical conditioning activities aimed at improving movement

Completed
Date:

Teacher:

Evidence:

Discuss with relevant personnel ways in which the principles of kinesiology and biomechanics can contribute to the safe acquisition of dance technique or movement skills

Completed
Date:

Teacher:

Evidence:

Become familiar with the basic principles underpinning a range of somatic methods or movement philosophies

Completed
Date:

Teacher:

Evidence:

Use anatomical and movement terminology correctly

Completed
Date:

Teacher:

Evidence:

Apply somatic processes to physical conditioning for performance

Incorporate into physical conditioning activities aspects of somatic methods that match own performance requirements
Discuss with relevant personnel somatic self-observation processes and how these can be applied to physical conditioning activities
Work towards achieving somatic postural ideals through applying somatic self-observation processes
Always perform warm-up and cool-down procedures in conjunction with movement activities
Through pre and post-activity fitness appraisals identify contraindicated movement activities and take steps to rectify as required

Incorporate into physical conditioning activities aspects of somatic methods that match own performance requirements

Completed
Date:

Teacher:

Evidence:

Discuss with relevant personnel somatic self-observation processes and how these can be applied to physical conditioning activities

Completed
Date:

Teacher:

Evidence:

Work towards achieving somatic postural ideals through applying somatic self-observation processes

Completed
Date:

Teacher:

Evidence:

Always perform warm-up and cool-down procedures in conjunction with movement activities

Completed
Date:

Teacher:

Evidence:

Through pre and post-activity fitness appraisals identify contraindicated movement activities and take steps to rectify as required

Completed
Date:

Teacher:

Evidence:

Apply motivational and behavioural techniques to enhance performance

Discuss with relevant personnel strategies and psychological tools to enhance resilience and improve performance technique
Incorporate understanding of the effects of motivation on physical condition of the human body into physical conditioning program
Apply the principles of internal imagery to improve motivation and performance

Discuss with relevant personnel strategies and psychological tools to enhance resilience and improve performance technique

Completed
Date:

Teacher:

Evidence:

Incorporate understanding of the effects of motivation on physical condition of the human body into physical conditioning program

Completed
Date:

Teacher:

Evidence:

Apply the principles of internal imagery to improve motivation and performance

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide

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 ability to: incorporate the principles of kinaesthetic learning into physical conditioning activities apply somatic self-observation processes (at a basic level) to the postural aspects of performance skills demonstrate understanding of the benefits of physical awareness to performance and a sense of general wellbeing apply psychological theories and tools to physical conditioning strategies to improve own performance technique.
Context of and specific resources for assessment	Assessment must ensure access to: information about somatic methods and movement philosophies safe performance and exercise space.
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: direct questioning combined with review of portfolios of evidence third-party workplace reports of on-the-job performance evaluation of information compiled about movement philosophies and their application to physical conditioning regimes verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of maintaining technical capacity for performance direct observation or video recording of candidate in exercise classes. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUAOHS403A Incorporate anatomy and nutrition principles into skill development CUAPRF404A Refine movement skills for performance CUAPRF406A Use technique in performance.

Required Skills and Knowledge

Required skills

communication skills to:

discuss aspects of body conditioning regimes with relevant personnel

discuss and demonstrate different aspects of posture

interpret and clarify written and verbal instructions

initiative and enterprise skills to:

interpret simple psychological theories and tools and apply them to develop personal strategies for improving performance

use techniques to enhance the outcomes of exercise programs, such as:

imagery or visualisation

use of peripheral vision

problem-solving skills to:

resolve problems encountered in performance or training

perceive own postural pattern from set of discrete proprioceptive information

observe a performance skill being executed and determine which somatic

self-observation processes may improve its enactment

self-management skills to:

prepare for exercise program through OHS practices

demonstrate consistency, discipline and commitment in relation to evaluating and monitoring personal fitness levels

teamwork skills to:

participate in group training sessions

work with a partner to explore the postural aspects of performance skills

technical skills to:

execute a series of body conditioning exercises

measure physiological responses to exercise, e.g. pulse and blood pressure

technology skills to access and download information from the internet.

Required knowledge

well-developed knowledge of:

healthy eating principles

basic anatomy, physiology and nutritional principles as applied to performance activities

concepts used in somatic self-observation processes

OHS procedures appropriate to performance-skills practice

gender issues relevant to exercise and conditioning, such as:

body image

hydration

nutrition

injury prevention

foot care

effect of different exercise routines on gender-specific physical attributes

muscular strength

skeletal differences

biological systems

developing the human capacity for self-awareness

directing attention to the process of acting, rather than outcomes

addressing the proprioceptive self-image and movement aspects of action

concepts of movement with minimum effort and maximum efficiency, such as developing alternative movement options to deal with and prevent injuries

overview knowledge of:

movement analysis process

cognitive-behavioural theory and associated tools.

Range Statement

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.

Kinaesthetic learningmay include:	attention to different body parts physical exploration in a range of different orientations, such as: sitting lying standing tactile apprehension visualisations basic partnered manipulations.
Relevant personnel may include:	teacher medical practitioner physiotherapist dietician mentor qualified fitness instructor supervisor colleague fellow student performer.
Kinesiology may include:	assessment of human movement function diagnosis of human movement disorders rehabilitation of movement function enhancement of movement function research in areas, such as: motor performance ergonomics OHS.
Biomechanics includes:	measurement of cardiovascular and cardiorespiratory systems before and after various forms and levels of exercise, including: pulse lung function testing internal vital heat created by the heart and circulatory system use of biofeedback mechanisms, such as: blood pressure heart rate skin temperature sweat gland activity muscle tension effects of various conditions of exercise on the cardiovascular system techniques that can be used to improve these systems, including alternative techniques, such as: breathing creative visualisation meditation.
Movement skillsmay relate to:	physical agility static and dynamic balancing physical coordination creative body movements in response to music movements, such as: bending kicks stretches hops jumps landing rolling skipping turning twisting techniques related to movement philosophies, such as: Alexander technique Bartenieff fundamentals Feldenkrais method Ideokinesis Pilates yoga.
Somatic methods or movement philosophiesmay include:	Alexander technique Bartenieff fundamentals body-mind centring Feldenkrais method Ideokinesis Pilates sensory awareness yoga Thera-Band.
Terminologymay include:	anatomical: superior inferior medial lateral superficial deep proximal distal movement: flexion, including plantar flexion and dorsiflexion extension adduction abduction rotation circumduction pronation supination.
Performance genres may include:	acrobatic or circus skills dance mime vocal and instrumental music physical theatre theatre.
Somatic self-observation processesrelate to different somatic methods and may include:	attention directing sensory feedback sensory discrimination pattern recognition.
Somatic postural idealsmay include:	ideal upright standing, which enables: rotation around the longitudinal, mechanical axis of the body with minimal force movement in cardinal direction without preparatory adjustments of the body person to jump, complete a full turn in the air, and land upright again on the same spot in ideal upright standing: postural movement is dynamically self-correcting in response to moving in the gravitational field body weight is supported by skeletal structure that is mechanically aligned with gravitational forces posture is maintained through levels of muscle tension appropriate to context and therefore with minimal expenditure of metabolic energy.
Warm-up and cool-down procedures may include:	stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work.
Psychological tools may relate to:	relating examples of the four attentional dimensions to personal strengths and weaknesses: internal narrow internal broad (analysis) external narrow external broad distractors and strategies to help maintain focus progressively relaxing muscles relating the stages of change to individual life experience: pre-contemplation contemplation preparation action relating learned life skills to past and future change.
Understandingmay relate to:	attribution theory self-efficacy internal and external locus of control arousal and effect self-determination goal orientation or goal setting creative visualisation techniques mind body education options, such as: tai chi meditation martial arts common factors which affect motivation, such as: lifestyle perceptions or beliefs work or family commitments injury and health issues nutrition.
Motivation may relate to:	attribution theory: belief systems cause and effect self-efficacy internal and external locus of control arousal and effect neuromuscular facilitation (muscle memory) aggression interpersonal behaviours.
Internal imagery relates to:	visuo-motor imagery, such as: use of mental imagery with the purpose of improving motor behaviour use of one’s imagination to simulate an action.

NTISthis.com

Evidence Guide: CUAOHS401A - Apply movement and behavioural principles to physical conditioning

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUAOHS401A - Apply movement and behavioural principles to physical conditioning

Refine understanding of human movement principles

Apply somatic processes to physical conditioning for performance

Apply motivational and behavioural techniques to enhance performance

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _