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 SISFFIT309A, 'Plan and deliver group exercise sessions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan and deliver group exercise sessions' 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
ELEMENT | 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. Plan and develop the group exercise session. | 1.1. Determine the expected fitness outcomes and session type for the client group. 1.2. Plan appropriate phases of the session and a varied exercise repertoire or choreography to meet the needs of the client group. 1.3. Provide for a beginner, intermediate or advanced level of workout appropriate to the needs and levels of the client group. 1.4. Select and sequence music according to duration, concepts and phases and type of session. 1.5. Develop sequence of choreography to suit session type 1.6. Access music according to organisational policies and procedures and legislation and regulatory requirements. 1.7. Incorporate motivational techniques to maximise exercise program adherence. |
2. Deliver the session. | 2.1. Prepare exercise environment according to organisational policies and procedures. 2.2. Explain common types of injuries that would prevent participation in the session and confirm that clients are not affected. 2.3. Deliver pre-session instructions according to effective instructional principles. 2.4. Deliver the selection of exercises using appropriate instructional methodologies, sequencing and progression. 2.5. Monitor the performance of clients and adjust any technical errors to ensure safety. 2.6. Monitor exercise intensity and adjust as required. 2.7. Use motivational techniques and arousal control techniques to positively influence the performance of clients during exercise sessions. 2.8. Recognise and respond to inappropriate client behaviour to effectively manage group cohesion. 2.9. Provide constructive and positive encouragement to clients, showing sensitivity to cultural and social differences. 2.10. Modify exercises to meet individual needs. |
3. Develop a circuit training session plan. | 3.1. Identify the aims of the circuit training session. 3.2. Define expected outcomes of the circuit training session. 3.3. Identify a broad and varied exercise repertoire. 3.4. Plan and document a circuit training session plan using the principles of exercise planning according to industry guidelines. 3.5. Design clear and structured forms or cards for use in a circuit training session. |
4. Deliver a circuit training session. | 4.1. Confirm appropriate exercise area according to legislation and regulatory requirements and organisational policies and procedures. 4.2. Check circuit equipment is in good working order prior to commencement of session. 4.3. Use energy, water and other resources effectively when preparing and maintaining equipment and activity areas to reduce negative environmental impact. 4.4. Communicate session objectives and the principles and benefits of circuit training to clients. 4.5. Explain common types of injuries that would prevent participation in the session and confirm that clients are not affected. 4.6. Instruct session according to circuit training plan and legislation and regulatory requirements and organisational policies and procedures. 4.7. Demonstrate and instruct correct use of equipment during circuit training session, according to organisational policies and procedures and manufacturer instructions. 4.8. Demonstrate exercises within the circuit training session using appropriate instructional principles. 4.9. Monitor client intensity, technique and safety during the session and suggest modifications where required. 4.10. Recognise signs and symptoms of overtraining and potentially harmful practices and implement appropriate intervention strategies according to organisational policies and procedures. |
5. Evaluate the session. | 5.1. Seek and acknowledge feedback from clients. 5.2. Evaluate client response and feedback. 5.3. Evaluate own performance according to planned outcomes and organisational policies and procedures. 5.4. Identify potential improvements to enhance future sessions. 5.5. Modify the session plan where relevant to meet client needs. |