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 SISFFIT303A, 'Develop and apply an awareness of specific populations to exercise delivery'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Develop and apply an awareness of specific populations to exercise delivery' 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
1. Identify specific population clients.
1.1. Recognise possible medical conditions, possible injuries and possible use of prescribed medications that should exclude an individual from undertaking a fitness appraisal or participating in exercise without a medical clearance and discuss with client.
1.2. Apply a recognised risk stratification process to the client's information to determine the risk status of the client and the level of risk associated with participation in exercise.
1.3. Recommend clients who need to make an appointment with a medical or allied health professional as required and implement actions resulting from evaluation of risk status.
1.4. Identify specific populations common to the fitness industry requiring modification to exercise or exercise programs.
2. Provide advice to specific population clients regarding exercise testing and participation.
2.1. Explain to the client, the legal and ethical limitations of a fitness instructor in prescribing and delivering exercise to identified specific populations, and the need for a suitably qualified exercise, medical or allied health professional to design an exercise program is acknowledged.
2.2. Apply an understanding of the specific requirements of individuals with specific disease states or conditions when providing information about exercise testing or exercise participation.
2.3. Apply an understanding of the pathology of the identified disease state, condition or injury to exercise.
2.4. Investigate the effects of medications commonly used to manage the disease or condition through consultation or research.
2.5. Promote the benefits of exercise for specific populations and discuss the anticipated structural and physiological improvements with clients.
2.6. Recommend suitable fitness activities and exercises and identify unsuitable or contraindicated activities and exercises.
2.7. Provide advice regarding exercise programs currently available in the fitness industry for specific population clients or groups.
3. Deliver exercise programs for specific populations under the guidance of medical or allied health professionals.
3.1. Apply exercise considerations and exercise prescription guidelines relevant to the identified specific populations to the delivery of fitness activities undertaken by specific population clients who are under the supervision of an appropriate medical or allied health professional.
3.2. Advise clients that exhibit signs of poor exercise tolerance to any fitness activity to stop the exercise immediately and make an appointment to see a medical or allied health professional.
3.3. Identify modifications to exercise or exercise programs, fitness programs and facilities in consultation with a medical or allied health professional.
4. Identify a network of medical and allied health professionals.
4.1. Refer fitness clients to medical or allied health professionals when contraindications to exercise are identified in accordance with organisational policies and procedures.
4.2. Use appropriate documentation and terminology to communicate information to medical or allied health professionals when referring fitness clients.
4.3. Maintain client confidentiality at all times.
4.4. Identify and access suitable reference points to develop awareness of specific populations.
4.5. Identify medical or allied health professional suitable for referral of the client.
4.6. Determine the most appropriate medical or allied health professional for referral according to the specific condition or needs of the client.