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Evidence Guide: SISOSKB303A - Guide day snowboarding activities

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

 

SISOSKB303A - Guide day snowboarding activities

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

Plan a day snowboarding trip.

  1. Conduct relevant assessments to determine the condition of participants.
  2. Develop a trip plan according to participant's needs, relevant legislation and organisational policies and procedures.
  3. Select an appropriate location for the trip according to participant's abilities, trip objectives, relevant legislation and organisational policies and procedures.
  4. Identify hazards associated with snowboarding and minimise risks to ensure personal safety of participants.
  5. Access relevant sources to interpret detailed weather and environmental information to determine activity plan.
  6. Determine food and water requirements according to principles of nutrition and contextual issues of the day trip.
  7. Inform appropriate authorities before commencing the snowboarding trip
Conduct relevant assessments to determine the condition of participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a trip plan according to participant's needs, relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select an appropriate location for the trip according to participant's abilities, trip objectives, relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify hazards associated with snowboarding and minimise risks to ensure personal safety of participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access relevant sources to interpret detailed weather and environmental information to determine activity plan.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine food and water requirements according to principles of nutrition and contextual issues of the day trip.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform appropriate authorities before commencing the snowboarding trip

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select equipment for the group.

  1. Select equipment according to contextual issues and organisational policies and procedures and check serviceability.
  2. Assess equipment for safety and suitability and adjust and fit to ensure personal comfort.
  3. Pack equipment that is not required on hand in a suitable manner.
  4. Check safety and rescue equipment to ensure suitability to the group and the conditions.
Select equipment according to contextual issues and organisational policies and procedures and check serviceability.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess equipment for safety and suitability and adjust and fit to ensure personal comfort.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Pack equipment that is not required on hand in a suitable manner.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check safety and rescue equipment to ensure suitability to the group and the conditions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Brief participants.

  1. Communicate instructions and relevant information about the snowboarding trip in a manner suitable to the participants.
  2. Outline safety procedures and safe areas and or boundaries for the trip.
  3. Explain symptoms, treatment and prevention of hypothermia and dehydration to group to assist in self-monitoring.
  4. Establish a suitable communication system for participants to use while snowboarding.
  5. Check and confirm participants are properly equipped for the trip.
Communicate instructions and relevant information about the snowboarding trip in a manner suitable to the participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outline safety procedures and safe areas and or boundaries for the trip.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain symptoms, treatment and prevention of hypothermia and dehydration to group to assist in self-monitoring.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish a suitable communication system for participants to use while snowboarding.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check and confirm participants are properly equipped for the trip.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Supervise snowboarding activities during trip.

  1. Demonstrate correct snowboarding techniques to participants.
  2. Monitor snowboarding techniques to ensure safety of participants.
  3. Monitor individual participant's performance and provide appropriate feedback.
  4. Implement appropriate modifications to activities in regard to all variable factors that are monitored.
  5. Use positive encouragement throughout trip, and encourage feedback and questioning from group members.
  6. Respond to emergencies or non-routine situations according to organisational policies and procedures.
Demonstrate correct snowboarding techniques to participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor snowboarding techniques to ensure safety of participants.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor individual participant's performance and provide appropriate feedback.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement appropriate modifications to activities in regard to all variable factors that are monitored.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use positive encouragement throughout trip, and encourage feedback and questioning from group members.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to emergencies or non-routine situations according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete post trip responsibilities.

  1. Notify appropriate authorities of trip completion.
  2. Retrieve, inspect, repair and store equipment according to organisational policies and procedures.
  3. Evaluate relevant aspects of snowboarding activities.
  4. Identify potential areas of improvement for future snowboarding trips.
  5. Review own performance and identify potential improvements.
Notify appropriate authorities of trip completion.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Retrieve, inspect, repair and store equipment according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate relevant aspects of snowboarding activities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential areas of improvement for future snowboarding trips.

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:

plans within activity constraints and guides and monitors groups in a safe and professional manner

applies effective contingency management techniques to deal with a range of problems and issues that commonly arise during snowboarding trips

encourages and responds to group feedback and evaluates and reflects on own guiding performance to identify strengths, weaknesses and areas that need improvement.

Context of and specific resources for assessment

Assessment must ensure leading snowboarding activities that are appropriate to the needs of a range of participants to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

a suitable snowsport area that enables the demonstration and practice of snowboarding activities

a group of participants to take part in the snowboarding trip

resources and information regarding participants and location to accurately plan, guide and document snowboarding activities for a variety of participants

equipment such as snowboards, bindings, boots, suitable clothing, goggles, lift pass, backpack or bumbag, safety and emergency equipment 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:

observation of interaction with a group of participants, including conveying information for safe participation

oral or written questioning to assess knowledge of relevant legislation and organisational policies and procedures to enable safe conduct of all snowboarding activities

observation of dealing with contingencies such as changing weather conditions and equipment failure

review of snowboarding trip plans

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:

SISOSKT305A Apply snowcraft skills for day touring

Guidance information for assessment

Required Skills and Knowledge

Required skills

communication skills to:

consult with participants to plan a snowboarding trip that meets their needs

convey information about the safety aspects of the trip

interact with participants to create a safe and positive snowboarding environment

problem-solving skills to:

plan a suitable snowboarding trip according to participant's needs and abilities

make decisions about potential hazards that may affect activities

respond appropriately to non-routine situations

planning and organising skills to:

source, allocate and coordinate resources, equipment and a suitable location

organise participants into manageable groups for snowboarding

language and literacy skills to:

produce a plan for the snowboarding trip,

complete post-activity participant and self evaluations

apply for permission or permits to use snowboarding location to guide a group

personal snowboarding skills to a high level of technical correctness to demonstrate and explain techniques to participants

first aid and emergency response skills appropriate to the location to enable initial response to emergencies and personal health care.

Required knowledge

egislation and organisational policies and procedures to enable safe conduct of snowboarding activities

Alpine Responsibility Code and snowboarding practices, snowsport area signs and regulations, and minimal impact codes to ensure safety and protection of environment

information about local area to assist in the planning process and enable management of potential snowboarding hazards, and any special restrictions applying to the area

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

use, care and maintenance of snowboarding equipment to ensure prolonged life span and safety requirements

principles of nutrition to maintain health and energy during the trip

snowboarding techniques and common communication methods used between snowboarders to reduce risk

technical snowboarding knowledge, such as techniques and procedures to suit the features of the surface

sources of weather and environmental information to ascertain possible conditions and their affect on the trip

hazards that may be experienced in various conditions on different terrain

first aid, emergency and rescue procedures relevant to the location to ensure safety of self and others.

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.

Condition of participants may include:

skill level

previous experience

physical capabilities and fitness level

age

injuries and illnesses.

Plan may include:

activity aims and objectives

date, time and duration

location

guide and participant ratios

resources and equipment

food and water

weather details

participant information:

safety and emergency requirements

risk management plan

relevant legislation and organisational policies and procedures.

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:

assessment procedures

time and budget constraints

use, maintenance and storage of equipment

communication protocols

safety and emergency procedures

code of ethics

confidentiality of participant information

guide and participant ratios

snowsport area signs and regulations

Alpine Responsibility Code and snowboarding practices within the code.

Activity objectives may include:

self improvement

meeting people

fitness targets

adventure and recreation.

Hazards may include:

temperature extremes

slippery or unstable terrain

dangerous animals and insects

stinging trees and nettles

dense vegetation

group management hazards.

Risks may include:

hypothermia

heat exhaustion

injuries

exhaustion

lost party or party member

equipment and course failure.

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.

Food and water requirements may include:

range of foods:

perishability

packaging

storage.

Principles of nutrition may include:

food groups

dietary guidelines.

Contextual issues may include:

weather conditions, including times

season

transport

location

trip distance and duration

group objectives

group size.

Appropriate authorities may include:

authorities

supervisors.

Equipment may include:

snowboarding equipment:

beanie

board

boots

bindings

wrist guards

gloves

sun glasses or goggles

resources:

food and water

navigation equipment

safety and rescue equipment:

repair equipment

first aid kit.

Relevant information may include:

personal equipment requirements:

safety procedures

preventative measures for risks

possible hazards

environmental impact minimisation

snowboarding techniques

objectives

rules and codes

responsible and safe behaviour.

Snowboarding techniques may include:

skidded and edged turns

edge control

side-slipping with flexion-extension

speed control

stopping

falling

balance

straight running

upright stance

blend of movements.

Communication system may include:

calls

radio

hand signals

whistles.

Safety procedures may include:

equipment checked and undamaged

snowboarders ready

correct fitting equipment

wearing of helmets

appropriate spacing between participants

use of safety and rescue equipment.

Participant's performance may include:

use of appropriate communication system

snowboarding technique

snowboarding pace over various distances and conditions

attitude

negotiation of hazards

use of equipment.

Variable factors may include:

change of weather

equipment failure

participant's needs

snow conditions.

Relevant aspects may include:

objectives

planning process

activity site

weather

equipment selection

clothing selection

food selection

instructional content

instructional technique

assessment technique

group feedback

directing techniques:

rescue techniques employed.