Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver SISFFIT014, 'Instruct exercise to older clients'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Instruct exercise to older clients' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements describe the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify client fitness requirements.
1.1 Consider and confirm client needs, expectations and preferences using suitable questioning techniques.
1.2 Review and advise client of outcomes of pre-exercise health screening procedures.
1.3 Refer client to medical or allied health professionals as required.
1.4 Select and use appropriate baseline functional capacity or fitness assessments, as required.
1.5 Identify common barriers to exercise participation by older clients.
1.6 Recognise and explain benefits of exercise for older populations and the role of exercise in reducing risks associated with ageing.
1.7 Receive guidance from medical or allied health professionals for exercise participation, as required.
1.8 Develop and document client profile for re-evaluation purposes.
2. Develop program plans.
2.1 Identify settings and program considerations that support safe and sustainable exercise participation for older clients.
2.2 Determine type of training, training methods and equipment required to achieve client goals.
2.3 Develop and document program plans that incorporate instructional information and guidance from medical or allied health professionals if required.
2.4 Explain benefits of exercise and anticipated structural and physiological adaptations as they relate to client goals and needs.
2.5 Develop customised training sessions that include a variety of exercises and equipment to meet client needs.
2.6 Discuss and confirm client understanding of potential signs and symptoms of intolerance contraindications to exercise and recommended precautions.
3. Instruct exercise session.
3.1 Allocate sufficient space, assemble resources and check equipment for safety and maintenance requirements.
3.2 Provide clear exercise instructions and confirm client understanding.
3.3 Demonstrate exercises, techniques and equipment to client.
3.4 Explain any precautions for exercise relevant to client age, ability and risk status.
3.5 Monitor participation and performance to identify signs of exercise intolerance and modify as required.
3.6 Monitor client intensity, techniques, posture and safety, and modify program as required.
3.7 Seek ongoing guidance from, or refer client to, medical or allied health professionals, as appropriate.
3.8 Select and use communication techniques that encourage and support clients.
3.9 Modify session as required considering basic mechanics, safety and fitness outcomes.
3.10 Respond to clients experiencing difficulties and answer questions as required.
3.11 Complete session documentation and progress notes.
4. Evaluate program.
4.1 Monitor and evaluate exercise program at appropriate intervals.
4.2 Provide written and verbal feedback to medical or allied health professionals, as required.
4.3 Request and respond to feedback from clients.
4.4 Review own performance and identify areas needing improvement.
4.5 Identify aspects needing further emphasis or attention in future sessions.
4.6 Evaluate program or activities and discuss modifications to program.
4.7 Document and update records of evaluation and modification of programs.