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 SISFFIT306A, 'Provide healthy eating information to clients in accordance with recommended guidelines'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Provide healthy eating information to clients in accordance with recommended guidelines' 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 of a unit of competency.
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.
1. Explain the relationship between healthy eating, health and fitness to clients.
1.1. Discuss with clients, the adverse effect of poor nutrition on health and identify common chronic diseases.
1.2. Briefly explain the general features of healthy eating to clients.
1.3. Convey the concept of a well balanced diet and regular exercise to promote good health when providing information to clients.
1.4. Explain the interaction between healthy eating options and physical activity and obtain information about current nutritional intake and physical activity levels of clients.
2. Provide basic information to clients about the fundamental principles of healthy eating.
2.1. Provide information to clients about the fundamental principles of healthy eating to improve overall health.
2.2. Apply knowledge of the general principles of healthy eating to provide basic information to clients about healthy eating options and requirements for exercising individuals.
2.3. Identify the advantages and disadvantages of current dietary trends appearing in the media with clients.
2.4. Observe the industry standards for giving healthy eating information to clients and refer clients with healthy eating or dietary concerns to suitably qualified accredited practising dieticians.
3. Provide healthy eating information to clients regarding body composition management.
3.1. Evaluate information collected in the fitness appraisal of clients about current body composition using relevant body composition measures.
3.2. Provide basic information about the relationship between diet and the management of body composition to clients.
3.3. Describe briefly the role of the body's energy systems in the storage and utilisation of energy substrates for energy production.
3.4. Refer clients requiring more extensive dietary information to a suitably qualified accredited practising dietician
4. Support fitness clients with body image issues.
4.1. Implement strategies to promote body satisfaction when providing information about exercise, fitness testing and healthy eating options.
4.2. Provide information about healthy eating options that fosters a positive attitude towards food and eating.
4.3. Recognise indicators of poor body image and discuss body satisfaction with clients, providing referral to an appropriate medical or allied health professional, if required.
4.4. Show sensitivity to cultural and social differences.
5. Refer clients to medical or allied health professionals for further information or consultation.
5.1. Recognise and acknowledge the current legal and ethical limitations of a fitness instructor in providing healthy eating information.
5.2. Identify gastrointestinal disorders or other medical conditions, disclosed by the clients during a screening process, which may affect nutritional intake, and refer clients to a suitably qualified medical or allied health professional.
5.3. Identify healthy eating or dietary concerns and refer clients to contact suitably a qualified accredited practising dietician or medical or allied health professional in accordance with organisational policies and procedures maintaining confidentiality of clients.
6. Provide information about the structure and function of the digestive system.
6.1. Use knowledge of the structure and function of the digestive system when providing information to clients.
6.2. Describe to clients the process of digestion and absorption, including the production and action of enzymes during the breakdown of foodstuffs for energy.
6.3. Explain the process of energy metabolism in relation to muscle contraction.