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 SISFFIT333, 'Deliver pre-choreographed or prescribed group exercise to music classes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Deliver pre-choreographed or prescribed group exercise to music classes' 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. Prepare group exercise to music class. | 1.1. Review training guidelines of the group exercise to music class as determined by the program developer. 1.2. Identify expected fitness outcomes, needs and requirements of clients and prepare appropriately. 1.3. Determine venueor facility requirements and resources. 1.4. Confirm access to the venue or facility satisfies the training guidelines, organisational policies and procedures and legislation and regulatory requirements. 1.5. Identify the exercise repertoire or choreography, using appropriate movement terminology and application of relevant anatomicalandphysiological principles. 1.6. Identify training adaptations resulting from short term or regular participation in group exercise to music classes. 1.7. Access, select and sequence music according to training guidelines 1.8. Prepare movement sequences and choreography. 1.9. Identify motivational techniques to positively influence performance of clients. |
2. Deliver group exercise to music class. | 2.1. Prepare the exercise environment and equipment, and minimise negative environmental impact where possible. 2.2. Check safety of equipment. 2.3. Screen clients for common conditions relevant to participation, and refer to medical orallied health professionals as appropriate. 2.4. Provide pre-class instructions. 2.5. Provide advice regarding management of body temperature in current environmental conditions. 2.6. Instruct the required exercises using appropriate equipment and instructional principlesand techniques. 2.7. Explain and demonstrate the correct use of any required equipment according to manufacturer instructions. 2.8. Demonstrate sensitivity to cultural and social characteristics. |
3. Monitor and modify group exercise to music class. | 3.1. Monitor performance, exercise intensity, and ideal postural alignment to minimise risk and ensure safety. 3.2. Identify technical errors, potentially harmful practices, signs and symptoms of intolerance and implement appropriate intervention strategies. 3.3. Adjust the exercise environment and temperature regulation of clients. 3.4. Confirm muscle contractions are appropriate to minimise risk of injury and maximise training adaptations. 3.5. Provide feedback to clients regarding exercise intensity and technique. 3.6. Use motivational techniques to positively influence the performance of clients during group exercise to music classes. 3.7. Respond to inappropriate client behaviour to effectively manage the group. 3.8. Modify activities to meet the needs and requirements of clients and training guidelines, and to minimise risk of injury. |
4. Evaluate the group exercise to music class. | 4.1. Seek, acknowledge and respond to feedback from clients. 4.2. Evaluate own performance and client feedback. 4.3. Identify potential improvements for future group exercise to music classes. 4.4. Implement identified improvements in response to self-evaluation and client feedback, within training guidelines. 4.5. Maintain records. |