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 SISFFIT420A, 'Plan and deliver exercise programs to support desired body composition outcomes'.
- 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 programs to support desired body composition outcomes' 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. Review pre-appraisal screening information | 1.1. Access and review initial client pre-appraisal screening information according to Legislation and regulatory requirements and organisational policies and procedures. 1.2. Ascertain additional health information about the client as required prior to body composition appraisal. 1.3. Identify client's goals and targets for body composition. 1.4. Provide information to client on the relationship between healthy eating, exercise and health. |
2. Conduct a body composition appraisal of client. | 2.1. Measure the body composition of client using anthropometric standards. 2.2. Determine the client's daily energy requirements. 2.3. Refer client to the appropriate medical or allied health professional based on any health, nutritional or dietary disorder, or medical or injury concerns. 2.4. Show sensitivity to cultural or social differences |
3. Design an exercise plan to improve body composition | 3.1. Set realistic short and long term goals to meet client needs 3.2. Apply body-composition management guidelines to develop an exercise plan relevant to the client's goals and fitness levels. 3.3. Utilise the principles of balanced nutrition to provide healthy eating advice for the client. 3.4. Set realistic guidelines and appropriate exercises to meet client goals 3.5. Outline healthy eating options and hydration requirements for the exercise plan to clients. 3.6. Apply current industry standard Occupational Health and Safety guidelines to the planning, according to organisational policies and procedures. 3.7. Discuss and confirm the exercise plan and healthy eating advice with the client and record according to organisational policies and procedures. |
4. Implement and monitor exercise plans to address body composition outcomes | 4.1. Instruct client in specific programs and exercises. 4.2. Apply principles of behaviour modification to encourage exercise, guidelines and healthy eating adherence. 4.3. Monitor and record progress. 4.4. Determine the appropriate exercise modifications or changes to healthy eating advice in conjunction with relevant medical or allied health professionals 4.5. Communicate proposed change to the exercise plan or healthy eating advice and reason for any change to the client. 4.6. Reappraise client's body composition at agreed stages of the program 4.7. Review client short and long term goals and exercise plan. |