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Evidence Guide: CUAPRF303A - Perform basic on-ground acrobatic skills

Student: __________________________________________________

Signature: _________________________________________________

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!

From the Wiki University

 

CUAPRF303A - Perform basic on-ground acrobatic skills

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

Prepare for basic acrobatic sessions

  1. Ensure appropriate clothing and footwear are worn
  2. Select, inspect and test equipment for safety and relevance
  3. Ensure that performance spaces are checked for safety
  4. Report safety issues to relevant personnel
  5. Correctly perform safe warm-up exercises and mental preparation techniques so body and mind are ready for routines
Ensure appropriate clothing and footwear are worn

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select, inspect and test equipment for safety and relevance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that performance spaces are checked for safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report safety issues to relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Correctly perform safe warm-up exercises and mental preparation techniques so body and mind are ready for routines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in basic acrobatic skills routines

  1. Correctly apply technical skills to basic acrobatic movements
  2. Perform sequences of routines to ensure a smooth presentation
  3. Safely perform landings
Correctly apply technical skills to basic acrobatic movements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform sequences of routines to ensure a smooth presentation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Safely perform landings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conclude basic acrobatics sessions

  1. Perform safe cool-down exercises
  2. Clean or clear performance area to ensure safety of performers
  3. Store equipment to maintain quality and reliability
Perform safe cool-down exercises

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clean or clear performance area to ensure safety of performers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Store equipment to maintain quality and reliability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review basic acrobatic skills performance

  1. Undertake self-evaluation to assess level of performance and skills development
  2. Use feedback from teachers and mentors to identify and develop ways to improve own basic on-ground acrobatic skills
  3. Set realistic goals for improvement and develop strategies to achieve those goals
Undertake self-evaluation to assess level of performance and skills development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use feedback from teachers and mentors to identify and develop ways to improve own basic on-ground acrobatic skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set realistic goals for improvement and develop strategies to achieve those goals

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:

perform a handstand holding form and shape, held for a beat

perform a sequence of 6 to 8 forward or backward rolls and 6 to 8 cartwheels with both static and running start-up

perform safe, stable landings

effectively support team members

follow safe work practices.

Context of and specific resources for assessment

Assessment must ensure access to:

venue with adequate space and safe level floor or surface

scatter mats

spotters (depending on the skill performed).

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 live or recorded performances

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 performing basic on-ground acrobatic skills

direct observation of candidate in classes and performances.

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:

CUSOHS301A Follow occupational health and safety procedures.

Required Skills and Knowledge

Required skills

communication skills to:

discuss performance of basic acrobatic skills with relevant personnel

respond appropriately to feedback on own skill development and performance

learning skills to:

combine basic on-ground acrobatic and gymnastic skills for performance

perform basic on-ground acrobatic acts and routines

develop muscle memory and repetition

perform fluid and controlled body movements, including balancing

planning and organising skills to:

prepare for classes

plan practice time

problem-solving skills to develop and use mental focus strategies

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe acrobatic discipline and follow direction

apply safe work practices

teamwork skills to work collaboratively with others involved in acrobatic classes and performances.

Required knowledge

basic understanding of OHS in the context of performing basic on-ground acrobatic skills

well-developed knowledge of:

warm-up and cool-down techniques

mental focus strategies

principles underlying acrobatic movements and techniques, such as:

relationship with gravity

spatial awareness

successional movement

use of breath

body positioning

folding

extending

rotating

shifting weight.

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.

Equipment may include:

foam blocks

scatter mats.

Safety issues may include:

faulty equipment

inadequate numbers of spotters

inadequate supervision by support team

safety of audience

trip hazards in the venue or facility, for example power cords

unsafe flooring.

Relevant personnel may include:

coaches

colleagues

family members

medical practitioners

mentors

nutrition experts

performers

teachers.

Warm-up exercises may include:

aerobic activities

anaerobic exercises

body conditioning and strength development

breathing techniques

coordinated breathing activities

flexibility exercises

floor work

games

group work

isolation and mobility of body parts

joint-mobility exercises

stretching.

Mental preparation techniques may include:

affirmations

focusing activities

imagery or conscious visualisation

meditation.

Routines include:

solo, pair and group performances.

Technical skills must include:

balance or stability

body awareness and control

controlled and fluid movements

coordination

flexibility

hand and body positioning

maintaining focus.

Basic acrobatic movements must include:

basic tumble run

cartwheels

handstands

forward and backward rolls

static and running start-up.

Landings include:

on feet

strong, stable landing position.

Cool-down exercises may include:

aerobic activities

anaerobic exercises

body conditioning and strength development

breathing techniques

coordinated breathing activities

flexibility exercises

floor work

games

group work

isolation and mobility of body parts

joint-mobility exercises

stretching.