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 SISFFIT417A, 'Undertake long term exercise programming'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Undertake long term exercise programming' 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. Use the principles and variables of programming that underlie exercise planning | 1.1. Use the principles of exercise planning to develop long term exercise plans for clients. 1.2. Use clear and structured forms when writing exercise plans and exercise programs. 1.3. Consider total training volume when developing an exercise plan and relate training volume to other program variables. 1.4. Identify participants specific needs to be addressed by the long-term exercise program. 1.5. Develop objectives for the long-term program and each phase of the program, in consultation with the participant. 1.6. Identify the need for support personnel within the program. |
2. Use a structured approach to exercise planning | 2.1. Conduct a client induction and screening before commencing to develop an exercise plan. 2.2. Use the four program phases when developing session programs and relate to the clients specific needs. 2.3. Describe the physiological and psychological benefits of the preparation and recovery phase to clients. 2.4. Outline the various types of conditioning appropriate for their goals and fitness levels to clients. 2.5. Incorporate a competition or performance strategy into the program where applicable. |
3. Write the exercise plan for specific fitness adaptations | 3.1. Use the programming principles of planning for specific fitness adaptations when writing fitness exercise plans. 3.2. Explain the relationship between the type of conditioning desired and the type of preparation phase selected to clients. 3.3. Demonstrate an awareness of the clients needs, objectives and exercise likes and dislikes when writing exercise plans. 3.4. Select appropriate exercises and incorporate injury prevention strategies to meet the clients needs when writing the exercise plans. 3.5. Design an exercise plan format and structure that is appropriate to the client and the specific target adaptation. 3.6. Describe the physiological changes and anatomical changes that occur with regular participation in the specific program to clients. |
4. Evaluate and modify existing exercise plans for fitness industry clients | 4.1. Recognise the general conditions that suggest a client's exercise plan should be evaluated. 4.2. Describe the process by which clients are evaluated to the client. 4.3. Recognise the signs and symptoms of overtraining and utilise strategies for its prevention. 4.4. Analyse and incorporate client's exercise likes and dislikes into a modified exercise plan 4.5. Review client goals and incorporate changes to goals into the exercise plan. 4.6. Assess clients for relevant fitness level changes. 4.7. Discuss changes to the long term exercise plan with clients. 4.8. Write revised programs and provide instruction to clients. |
5. Demonstrate and instruct the use of cardio-vascular equipment | 5.1. Develop innovative cardiovascular fitness plans and exercise programs to meet a client's specific needs. 5.2. Demonstrate the functions on the display board of cardiovascular equipment are demonstrated to clients. 5.3. Utilise a variety of different electronic exercise equipment program functions for specific client needs. 5.4. Adjust the cardiovascular equipment to suit the needs of clients. 5.5. Instruct the client on the use of cardiovascular equipment. |
6. Demonstrate and instruct the use of free weight equipment | 6.1. Develop innovative free weight fitness plans and exercise programs to meet a client's specific needs. 6.2. Demonstrate a variety of exercises using free weight equipment. 6.3. Instruct the client on the use of free weight equipment. 6.4. Use a knowledge of the basic mechanics of action of free weight equipment to modify exercises for specific fitness outcomes or for safety. 6.5. Analyse the time that a client has been training with free-weights with respect to the exercises taught and adjust the technical difficulty of the exercises accordingly. |
7. Demonstrate and instruct the use of innovative exercise equipment | 7.1. Develop plans and exercise programs using non-traditional equipment to meet a client's specific needs. 7.2. Use exercise equipment with reference to manufacturer's guidelines. 7.3. Use a knowledge of the basic mechanics of action of exercise equipment to modify exercises for specific fitness outcomes or for safety. 7.4. Instruct exercises using exercise equipment to clients. |