Plan and deliver exercise to older clients with managed conditions

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 SISFFIT314A, 'Plan and deliver exercise to older clients with managed conditions'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Reference books for 'Plan and deliver exercise to older clients with managed conditions' on This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to 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. Plan the exercise.

1.1. Apply appropriate pre-exercise screening procedures for older clients 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 older clients and their needs and expectations.

1.3. Consult with family members where appropriate to clarify any risk factors identified in pre-exercise assessment in order to recognise the sign and symptoms of major types of injuries or conditions that are commonly associated with older clients.

1.4. Obtain client's permission to seek advice from a medical or allied health professional to clarify health, medical or injury concerns according to organisational policies and procedures.

1.5. Provide advice on alternative options for clients who are unsuitable for the planned exercise according to organisational policies and procedures, selecting options according to the clients needs.

1.6. Select exercises from an appropriate exercise repertoire that match the client's needs, abilities and goals.

1.7. Select and modify appropriate equipment according to needs of clients and organisational policies and procedures.

1.8. Determine the instructional techniques appropriate to the clients and select and apply appropriate baseline assessments that inform the benefits of exercise.

2. Instruct the exercise session.

2.1. Inform older clients about the physical changes that occur with the ageing process and communicate benefits of exercise for older clients to clients.

2.2. Show sensitivity to cultural and social differences

2.3. Communicate the general features of balanced nutrition and provide healthy eating information to improve overall health and support exercise goals.

2.4. Explain and demonstrate the exercises to clients and provide opportunities for questioning and clarification.

2.5. Modify exercises to ensure they are safe and effective for older clients.

2.6. Demonstrate and instruct correct use of equipment according to organisational policies and procedures and manufacturer's instructions.

2.7. Monitor exercise intensity, technique and safety of clients during session and modify as required according to client responses.

2.8. Apply appropriate motivational techniques to encourage clients and make any required modifications to activities.

3. Evaluate the exercise session.

3.1. Evaluate the exercise session according to client and or caregiver feedback and personal reflection.

3.2. Provide feedback to the client group on their progress and any changes recommended.

3.3. Identify modifications to the exercise plan where relevant to meet needs identified through evaluation.

Qualifications and Skillsets

SISFFIT314A appears in the following qualifications: