NTISthis.com

Evidence Guide: SISCSDF301A - Instruct the basic skills of unarmed self-defence

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

 

SISCSDF301A - Instruct the basic skills of unarmed self-defence

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

Identify participant needs and expectations.

  1. Identify the characteristics, needs and expectations of participants according to organisational policies and procedures.
  2. Identify any participants with specific requirements according to organisational policies and procedures.
  3. Advise participants of any reasons why they should not participate in self-defence activities.
Identify the characteristics, needs and expectations of participants according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify any participants with specific requirements according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise participants of any reasons why they should not participate in self-defence activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan an unarmed self-defence program.

  1. Gather relevant information to plan a basicunarmed self-defence program according to organisational policies and procedures.
  2. Identify and access equipment and resources appropriate for the program according to organisational policies and procedures.
  3. Design and document a self-defence program to meet the identified needs and abilities of participants according to relevant legislation and organisational policies and procedures.
  4. Identify effective and safe teaching strategies appropriate to the teaching context.
  5. Identify risks to participant safety and take action to minimise these according to relevant legislation and organisational policies and procedures.
  6. Identify injury prevention strategies according to organisational policies and procedures.
  7. Inspect and confirm setup of equipment for self-defence sessions according to organisational policies and procedures.
Gather relevant information to plan a basicunarmed self-defence program according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and access equipment and resources appropriate for the program according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design and document a self-defence program to meet the identified needs and abilities of participants according to relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify effective and safe teaching strategies appropriate to the teaching context.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify risks to participant safety and take action to minimise these according to relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify injury prevention strategies according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inspect and confirm setup of equipment for self-defence sessions according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Instruct the program.

  1. Communicate instructions and relevant information in a manner suitable for the participants.
  2. Use appropriate methods of self-defence instruction to develop the basic skills of a self-defence system according to best practice principles and organisational policies and procedures.
  3. Instruct participants in technically correct exercises and skills of unarmed self-defence according to organisational policies and procedures.
  4. Demonstrate safe methods of handling training equipment to trainees and assistants according to organisational policies and procedures.
  5. Observe clients' execution of basic skills of unarmed self-defence and apply correction techniques to improve individual or group skills.
  6. Monitor participants' progress against program aims and modify session as required.
  7. Encourage participants to seek and provide feedback regarding their progress during the program according to organisational policies and procedures.
  8. Implement injury prevention strategies according to organisational policies and procedures.
Communicate instructions and relevant information in a manner suitable for the participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate methods of self-defence instruction to develop the basic skills of a self-defence system according to best practice principles and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Instruct participants in technically correct exercises and skills of unarmed self-defence according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate safe methods of handling training equipment to trainees and assistants according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe clients' execution of basic skills of unarmed self-defence and apply correction techniques to improve individual or group skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor participants' progress against program aims and modify session as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage participants to seek and provide feedback regarding their progress during the program according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement injury prevention strategies according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Utilise assistants during a self-defence session.

  1. Instruct assistant or assistants to set up equipment for the self-defence activity safely and correctly according to organisational policies and procedures.
  2. Direct assistants to instruct basic skills of unarmed self-defence within the specific self-defence system using appropriate communication strategies.
  3. Monitor assistants during instruction of basic skills of unarmed self-defence according to organisational policies and procedures.
Instruct assistant or assistants to set up equipment for the self-defence activity safely and correctly according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Direct assistants to instruct basic skills of unarmed self-defence within the specific self-defence system using appropriate communication strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor assistants during instruction of basic skills of unarmed self-defence according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the program.

  1. Seek and acknowledge feedback from relevant stakeholders involved in the program.
  2. Evaluate all relevant components of the program according to organisational policies and procedures.
  3. Identify potential areas for improvement in future programs.
  4. Review own performance and identify potential improvements.
Seek and acknowledge feedback from relevant stakeholders involved in the program.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate all relevant components of the program according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential areas for improvement in future programs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review own performance and identify potential improvements.

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 following is essential:

carries out community self-defence instruction professionally and safely, in a non-discriminatory manner using a client-centred approach and appropriate communication strategies to encourage participation and interaction

uses knowledge of self-defence systems, techniques and manoeuvres to plan and conduct unarmed self-defence programs in response to the needs and capabilities of participants

uses teaching methods and strategies that are safe, supportive, encouraging and non-threatening; monitors the progress of participants and makes adjustments in response to changing situations

coordinates and allocates program resources to optimise their use by participants

applies effective contingency management techniques to deal with problems and issues that may arise during the program, including motivation and participation levels and injuries to participants

provides positive feedback to encourage motivation and self development

evaluates and reflects on own performance to identify ways in which program outcomes and benefits to participants can be improved.

Context of and specific resources for assessment

Assessment must ensure candidate plans and conducts multiple unarmed self-defence sessions of sufficient duration to demonstrate techniques that build group cohesion and balance individual and group needs and consistency of performance.

Assessment must also ensure access to:

a range of participants to undertake an unarmed self-defence program

an environment or facility appropriate and safe for the conduct of unarmed self-defence sessions

equipment and resources required for the delivery of the program including assistants and equipment

documentation such as program plans, forms relating to equipment checks and documentation relating to equipment damage

relevant legislation and organisational policies and procedures in relation to the conduct of self-defence sessions.

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 candidate interacting with a range of participants, including conveying information about safe participation in programs, monitoring and evaluating programs

observation of candidate dealing with contingencies such as the changing availability of equipment or venues

oral or written questioning to assess candidate's knowledge of biomechanical principles as they apply to the self-defence techniques and manoeuvres being instructed

portfolio containing evidence of self-defence program planning and modification

third-party reports from a supervisor detailing appropriate work performed by the candidate.

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

SISCCRD301A Facilitate community development through recreational activities.

Required Skills and Knowledge

Required skills

communication skills to:

consult with participants and elicit information required to design an appropriate self-defence program to meet participant needs

convey information and instructions to participants and assistants about safe participation in the program

seek and provide feedback about the self-defence program

problem-solving skills to:

plan self-defence programs according to participants' needs, abilities and risk factors

identify and implement effective teaching strategies to promote skills development

analyse self-defence technique to provide instructions for improvement

evaluate and modify programs as required

planning and organisational skills to source, access and coordinate resources and equipment necessary for the implementation of the self-defence program

literacy skills to produce and document programs for unarmed self-defence

self-management skills to review and reflect on own work performance to facilitate personal development and self-confidence

application of manoeuvres, techniques and methods of a self-defence system

application and demonstration of injury prevention strategies

Required knowledge

relevant legislation to enable safe and non-discriminatory conduct of the self-defence program

principles of community development to enable inclusive client-centred practices

health and other factors affecting ability to participate in self-defence classes, to enable design of safe and effective self-defence movements and techniques

organisational policies and procedures regarding the planning and conduct of an unarmed self-defence program such as those related to appropriate use of equipment and venues

biomechanics associated with the unarmed self-defence skills of the particular self-defence system being taught to enable safe and effective instruction

common injuries sustained through self-defence drills and activities to enable the implementation of effective injury prevention strategies

basic first aid procedures to enable effective management of injuries that may occur during the program

manoeuvres, techniques and methods of the self-defence system being taught to enable accurate demonstration and correction of skills

risk analysis processes to enable assessment of the potential impact of planned techniques and manoeuvres on participant safety

self-defence principles, strategies, teaching methods and factors that affect skills acquisition, to promote effective skills development and confidence

factors affecting group dynamics and conflict resolution strategies to enable constructive engagement of participants

equipment testing and checking techniques to enable safe use of all equipment

evaluation processes to enable improvements to be made to the program

fundamental principles of technique analysis to enable accurate and prompt corrections to technique

physiology and psychology of pain and danger to enable an appropriate response

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.

Characteristics may include:

age

skill level

fitness

emotional, physical and intellectual development

existing injuries

stage of development

personality

body type and composition.

Needs and expectations may include:

physical

emotional

motivational

psychological.

Participants may include:

experienced or inexperienced

adults

children

school or youth groups

club or group members.

Organisational policies and procedures may include:

occupational health and safety

risk minimisation

privacy

duty of care

extent and limitations of responsibilities

staff behaviour

time constraints and scheduling requirements

budget allocation

hire of equipment.

Relevant information may include:

needs and expectations of organisation

needs and expectations of participants

numbers, ages and gender of participants

previous experience and developmental stage of participants

available time

staff, physical and financial resources

suitable attire

safe use of equipment

safe and responsible behaviour

emergency procedures.

Basic unarmed self-defence program may include:

manoeuvres, techniques and methods

grouping and progression of fundamental skills

teaching methods

exercises

basic skills.

Equipment and resources may include:

jigsaw mats

hand-held punching bags, kicking bags, focus mitts

free-standing or structural types of striking or kicking equipment

plastic training knives or other simulation equipment

body guards, face guards and other forms of face and body protection equipment

hand, shin, instep, forearm, groin, chest, elbow and knee guards.

Relevant legislation may include:

occupational health and safety

privacy

duty of care

working with children

equal opportunity

sexual harassment.

Teaching strategies may include:

whole skill

voice command and response

reciprocal or peer tutoring

feedback and refinement

explanation

demonstration

partner application.

Risks may include:

level of challenge and difficulty

behaviour of other participants

incorrect use of equipment

inappropriate floor coverings

conflict with others.

Injury prevention strategies may include:

warm-up, cool-down

stretching for flexibility

suitable footwear and clothing.

Best practice principles may include:

accepted preventative practice adopted throughout the self-defence or martial arts industry to minimise safety hazards or risks

instructors' code of conduct policies developed by the peak bodies responsible for the teaching of self-defence

national activity organisation regulations and guidelines

national code of conduct for martial arts centres and instructors.

Relevant stakeholders may include:

participants

staff

parents or caregivers

colleagues

community organisations.