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 SISFFIT313A, 'Plan and deliver exercise to apparently healthy children and adolescents'.
- 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 exercise to apparently healthy children and adolescents' 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 the exercise. | 1.1. Apply appropriate pre-exercise screening procedures for children and or young adolescents prior to participation in an exercise program according to organisational policies and procedures and legislation and regulatory requirements. 1.2. Identify the characteristics of the participants and their needs and expectations. 1.3. Consult with parent, guardian or caregiver where appropriate to clarify any risk factors identified in pre-exercise assessment. 1.4. Recognise the sign and symptoms of major types of injuries that are commonly associated with different stages of development. 1.5. Recommend advice be sought from a medical or allied health professional based on any health, nutritional or dietary disorder, or medical or injury concerns according to organisational policies and procedures. 1.6. Provide advice on alternative options for participants who are unsuitable for the planned exercise according to organisational policies and procedures, selecting options according to the special needs of children. 1.7. Select exercises from an appropriate exercise repertoire according to the stages of growth and development, age variation and injury risks of the participants. 1.8. Select and modify appropriate equipment according to needs of participants and organisational policies and procedures. 1.9. Determine the instructional techniques appropriate to the participants and select and apply appropriate baseline assessments that inform the benefits of exercise. |
2. Instruct the exercise session. | 2.1. Communicate the benefits of exercise for children and adolescents to participants. 2.2. Communicate the general features of healthy eating for children and young adolescents and provide basic dietary recommendations to improve overall health and support exercise goals. 2.3. Explain and demonstrate the exercises to participants and provide opportunities for questioning and clarification. 2.4. Demonstrate and instruct correct use of equipment according to organisational policies and procedures and manufacturer's instructions. 2.5. Monitor exercise intensity, technique and safety of participants during session and modify as required according to participant responses. 2.6. Apply appropriate motivational techniques to encourage participants and make any required modifications to activities. 2.7. Facilitate activities to maximise individual participation. 2.8. Show sensitivity to cultural and social differences. |
3. Evaluate the exercise session. | 3.1. Evaluate the exercise session according to participant and or caregiver feedback and personal reflection. 3.2. Provide feedback to the client group on their progress and any changes recommended. 3.3. Determine modifications to the exercise plan where relevant to meet needs identified through evaluation. |