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 SISFFIT310A, 'Plan and deliver water based fitness activities'.
- 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 water based fitness 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
ELEMENT | PERFORMANCE CRITERIA |
1. Determine needs. | 1.1. Identify the characteristics of the participant group and clarify their short and long term fitness goals. 1.2. Screen clients for health status and water familiarisation according to legislation and regulatory requirements and organisational policies and procedures. 1.3. Recommend clients seek advice from medical or allied health professionals to clarify any concerns or conditions which may affect safe participation in an aquatic environment. 1.4. Determine the instructional techniques appropriate to the participant group. |
2. Develop the session plan. | 2.1. Identify a suitable range of water based fitness activities according to the identified needs of the participant group. 2.2. Analyse site aspects and pool design and identify issues which impact on the conduct of activities. 2.3. Select and sequence appropriate specific purpose aqua activities for the participant group. 2.4. Select appropriate participant equipment and ensure it is in good working order. 2.5. Allocate sufficient pool space and prepare instructor and safety resources for the session according to legislation and regulatory requirements, organisational policies and procedures and conditions and external influences. 2.6. Prepare a session plan and where appropriate incorporate a music mapping sheet. 2.7. Use energy, water and other resources effectively when planning, preparing and maintaining equipment and activity areas to reduce environmental impact. |
3. Develop a water based 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. 3.5. Design clear and structured forms or cards for use in a circuit training session. |
4. Deliver water based fitness activities including circuit sessions. | 4.1. Explain common types of injuries that would prevent participation and confirm that clients are not affected. 4.2. Demonstrate water familiarisation techniques and skills to assist clients as required. 4.3. Show sensitivity to cultural and social differences. 4.4. Conduct activities according to best practice principles of aquatic activities. 4.5. Demonstrate water based fitness activities using appropriate instructional techniques and provide explanations of the functionality of the activities to clients. 4.6. Demonstrate and instruct correct use of equipment during water based fitness sessions, according to organisational policies and procedures and manufacturer's instructions. 4.7. Recognise signs and symptoms of overtraining and potentially harmful practices and implement appropriate intervention strategies according to organisational policies and procedures. 4.8. Emulate water movement patterns when instructing from pool deck. 4.9. Incorporate, where appropriate, the effective use of music. |
5. Monitor, evaluate and modify the session. | 5.1. Monitor exercise intensity, technique and safety of clients during the session and address difficulties as required according to participant responses. 5.2. Recognise the signs and signals of a participant in difficulty and provide basic water assistance according to accepted best practice principles. 5.3. Apply appropriate motivational techniques to encourage clients and make any required modifications to activities. 5.4. Seek and acknowledge feedback from clients on the effectiveness of the water based fitness session. 5.5. Evaluate own performance according to planned outcomes and organisational policies and procedures. 5.6. Identify aspects needing further emphasis and attention in future sessions. 5.7. Identify modifications to future sessions in response to feedback and review of participant progress. |