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 SISFFIT027, 'Conduct health promotion activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct health promotion activities' 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 | PERFORMANCE CRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Identify health promotion information requirements. | 1.1 Source and access information on physical activity and health promotion information relevant to the fitness industry. 1.2 Discuss/explain how understanding of health promotion strategies contribute to decreased risk factors and prevention of chronic disease. 1.3 Identify current and emerging knowledge of health promotion relevant to development of own professional practice. 1.4 Identify specific issues relating to health problems of target groups and suggest strategies to address issues. |
2. Plan educational activities. | 2.1 Locate relevant available promotion and prevention resources. 2.2 Recognise and support the importance of access and equity in provision of physical activity initiatives. 2.3 Plan multifaceted educational activities including healthy lifestyle education and skill building according to needs of target group. |
3. Incorporate educational activities into own professional practice. | 3.1 Assess ways in which health promotion and education activities may be used, adapted or challenged in instruction and provision of fitness advice. 3.2 Work collaboratively with clients, team members and relevant partners to implement effective health promotion activities. 3.3 Conduct health promotion and education activities that directly affect reduction of risk factors and prevention of chronic disease. 3.4 Provide client support materials and access to relevant information to improve health status. 3.5 Ensure health promotion and education activities support clients to take a self-care approach to health in line with individual needs. |
4. Maintain and update knowledge of health promotion. | 4.1 Identify and use opportunities to update and expand own knowledge of health promotion activities. 4.2 Monitor response to changes made to own professional practice or instruction. 4.3 Continue to adjust own practice to optimise results. |