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 SISFFIT527A, 'Undertake health promotion activities to decrease risk factors and prevent chronic disease'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Undertake health promotion activities to decrease risk factors and prevent chronic disease' 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. Explain and apply current recommendations regarding the type and amount of physical activity to promote health, reduce risk factors and prevent chronic disease and disability among adults. | 1.1. Identify major causes of disease and disability among adults, and explain to the client the role of physical activity in health and disease prevention. 1.2. Identify and explain to the client the mechanisms by which exercise may lower risk of chronic lifestyle disease or disability. 1.3. Identify major cardiovascular disease risk factors and the recommended clinical values for each, and explain to the client to what extent each is affected by exercise. 1.4. Identify and apply current recommendations regarding physical activity for disease prevention in adults. 1.5. Identify and explain to the client the appropriate exercise variables recommended to achieve a beneficial change in risk factors and disease prevention. 1.6. Explain to the client the different roles of cardiovascular conditioning and muscular conditioning in enhancing general health and for preventing specific diseases or conditions. 1.7. Reinforce the need to undertake additional lifestyle modifications to improve health. |
2. Plan and develop a physical activity intervention to improve and promote the health status of a population group, sub-group or individual. | 2.1. Access relevant sources of information to determine health problems of target group and the established causes of the health problem. 2.2. Locate and critically evaluate effectiveness of other health promotion interventions to develop an evidence based approach that would cause beneficial change in health status of the target group. 2.3. Obtain information about the level of physical activity currently undertaken by participants using an appropriate method of measuring physical activity and determine whether current physical activity level is sufficient to gain health benefits. 2.4. Collect information about current health problems or concerns, lifestyle and other factors affecting participation in physical activity. 2.5. Design a multifaceted approach to health promotion activities including education and skill building. 2.6. Demonstrate recognition of and support for the importance of access and equity in the provision of physical activity interventions. 2.7. Ensure intervention addresses identified client barriers to participation. |
3. Implement physical activity intervention in an appropriate setting. | 3.1. Conduct appropriate health and fitness assessments to establish baseline measures and monitor client progress. 3.2. Fully explain intervention strategies to participants. 3.3. Provide additional support materials and assist client to access additional sources of relevant information to improve health status. 3.4. Implement motivational strategies to encourage behaviour change and exercise adherence based on behaviour change models and determinants of exercise adherence. 3.5. Monitor client's physiological responses during activity sessions and make appropriate adjustments to exercise variables as required to ensure client safety. 3.6. Maintain records of relevant documentation in accordance with relevant legislation, and organisational policy and procedure. |
4. Deliver education and training activities to promote good health and support physical activity strategies. | 4.1. Conduct health promotion and education activities relating to aspects of physical activity, diet and lifestyle that directly effect the reduction of risk factors and prevention of chronic disease. 4.2. Ensure health promotion and education activities support clients to take a self-care approach to health in line with individual needs. 4.3. Recognise clients that may need further assistance from medical or allied health professionals and organise referral. 4.4. Re-administer questionnaires relating to exercise behaviour and health status to determine changes in behaviour. |
5. Evaluate effectiveness of intervention. | 5.1. Obtain feedback from participants about the effectiveness of the physical activity sessions and other health promotion activities conducted. 5.2. Ascertain level of compliance and comfort with recommended strategies. 5.3. Identify any obstacles or problems for future reference. |