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 SISFFIT416A, 'Apply motivational psychology to provide guidance on exercise behaviour and change to meet health and fitness goals'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply motivational psychology to provide guidance on exercise behaviour and change to meet health and fitness goals' 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. Support clients to undertake exercise behaviour change. | 1.1. Obtain information about the client's current exercise behaviour and their attitude towards exercise to determine the stage of readiness to make a behaviour change. 1.2. Show sensitivity to cultural and social differences. 1.3. Assess the level of motivation, commitment and confidence of the client to change attitudes, beliefs and behaviour. 1.4. Identify client's perceived barriers to exercise and other factors that may impact negatively on the success of an exercise behaviour change. 1.5. Identify suitable strategies to motivate exercise behaviour change based on behaviour change models, processes of change, evidence based research and client characteristics. 1.6. Develop a plan for behaviour change including suggested behavioural modifications relevant to the client. 1.7. Reinforce positive beliefs and behaviours. 1.8. Emphasise short and long term benefits of regular exercise to encourage exercise behaviour change. |
2. Implement strategies to improve client exercise adherence | 2.1. Demonstrate an understanding of the determinants of exercise adherence that influence an individual's behaviour. 2.2. Identify and implement a variety of strategies suited to the client to improve exercise adherence based on personal and situational factors. 2.3. Provide guidelines for improving exercise adherence. 2.4. Implement effective goal setting to support clients to adhere to long term exercise behaviour. 2.5. Monitor and review progress regularly to reinforce efforts. 2.6. Recognise ongoing barriers to continuation of long term exercise and provide motivational strategies as appropriate. 2.7. Assess changes in behaviour in collaboration with the client to determine the effectiveness of the strategies implemented and make appropriate adjustments. 2.8. Recognise common reasons for discontinuation of an exercise program and apply strategies to overcome setbacks. 2.9. Apply basic counselling approaches to motivate clients to increase their exercise adherence. |
3. Apply a variety of motivational techniques when training clients. | 3.1. Tailor motivational strategies to suit individual client psychological needs based on personal and situational factors. 3.2. Use effective verbal and nonverbal communication skills when instructing clients to optimise motivation and performance. 3.3. Identify arousal levels and use arousal control techniques and apply arousal and anxiety theory to enable the modification of client exercise behaviour. 3.4. Provide positive reinforcement and feedback to clients to positively influence exercise behaviour. 3.5. Use personal attitudes and values to positively influence clients exercise adherence and behaviour. 3.6. Increase confidence in clients to help them cope with increased stress and anxiety. |