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 SISFFIT530A, 'Deliver prescribed exercise to children and young adolescents with specific chronic conditions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Deliver prescribed exercise to children and young adolescents with specific chronic conditions' 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. Apply pre-screening and baseline assessment protocols and procedures to children and young adolescents. | 1.1. Demonstrate the appropriate pre-screening required to determine the needs of children and young adolescents to participate in an exercise program in accordance with organisation policies and procedures. 1.2. Recommend advice be sought from a medical or allied health professional based on any health, nutritional or dietary disorder, or medical or injury concerns according to organisational policies and procedures. 1.3. Provide advice for participants and their parents or guardian when referrals are required following appropriate pre-screening procedures. 1.4. Plan and develop physical activity sessions based on results of pre-screening procedures. 1.5. Demonstrate appropriate baseline assessment protocols for children and young adolescents with special needs prior to participation in an exercise program in accordance with organisation policies and procedures. |
2. Develop a plan for an exercise session for children and young adolescents with special needs. | 2.1. Identify prevailing conditions of children and young adolescents and establish client needs. 2.2. Become familiar with typical adverse signs and symptoms that may arise during exercise for children and young adolescents with specific chronic medical conditions. 2.3. Consult with an appropriate medical or allied health professional as necessary. 2.4. Work with medical or allied health professionals to document exercise session plans for a variety of exercise programs for children and young adolescents with specific chronic medical conditions in accordance with recognised exercise recommendations, fitness test results, client limitations, and potential interactions of medications. 2.5. Explain to the children and young adolescents and their caregivers their need to be referred back to a medical or allied health professional if their condition becomes unstable. |
3. Instruct an exercise session for children and young adolescents with special needs. | 3.1. Outline the purpose of the exercise session to participants including the benefits of exercise for children and young adolescents with specific chronic medical conditions. 3.2. Deliver appropriate instructional skills for the client group. 3.3. Select and modify appropriate equipment for safe use according to the prevailing needs of children and young adolescents with specific chronic medical conditions. 3.4. Demonstrate the safe and appropriate use of selected exercise equipment and report or address any unsafe equipment according to organisational policies and procedures. 3.5. Deliver exercise sessions suitable to the needs and goals of the client group. 3.6. Demonstrate how modifications to the exercise can incorporate the different needs of children and young adolescents. 3.7. Demonstrate motivational techniques providing positive and effective feedback to the client group. 3.8. Implement strategies to promote positive behaviour. 3.9. Monitor client responses for any typical signs and symptoms requiring intervention that may occur during exercise. 3.10. Apply procedures to respond to adverse signs and symptoms requiring intervention as required according to relevant legislation and organisational policies and procedures. 3.11. Recognise signs of an unstable medical condition and refer the client back to an appropriate medical or allied health professional. |
4. Review a range of exercise programs for children and young adolescents with special needs. | 4.1. Critically evaluate a series of exercise sessions for children and young adolescents with special needs according to feedback received from participants and parents, carers or guardians. 4.2. Produce a written evaluation assessing observations. |