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 SISSCGP309A, 'Develop nutritional strategies'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop nutritional strategies' 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. Analyse information. | 1.1. Collect and analyse relevant and current information from a range of sources in relation to the principles of nutrition for performance. 1.2. Identify support personnel and resources available to assist athletes with nutritional issues. 1.3. Assess athlete's information needs in relation to nutrition for peak performance in relevant sporting activity. 1.4. Maintain and update information on nutrition for performance. |
2. Liaise with nutritional support personnel. | 2.1. Select appropriate nutritional support personnel to assist athletes. 2.2. Consult with nutritional support personnel to identify the specific nutritional requirements for peak performancein the sporting activity. 2.3. Identify nutritional practices to enhance peak performance in the sporting activity. |
3. Provide information to athletes. | 3.1. Assess nutrition needs and preferences of athletes in relation to sporting activity. 3.2. Inform athletes of the nutritional requirements for peak performance in the relevant sporting activity. 3.3. Present information to athletes in a style appropriate to the needs of the athletes and the coaching setting. 3.4. Use appropriate activities and learning experiences to deliver information. 3.5. Check understanding of athletes regarding nutritional requirements for peak sporting performance using appropriate approaches and encourage athletes to clarify information. 3.6. Encourage athletes to seek advice and support from identified nutritional support personnel. |
4. Assist athletes to implement nutritional practices. | 4.1. Select implementation strategiesto enhance peak performance in the sporting activity in consultation with the athlete and nutritional support personnel. 4.2. Assist and support athletes to implement selected strategies in training and competition according to organisational policies and procedures. 4.3. Monitor implementation of nutritional practices during training or competition according to organisational policies and procedures. 4.4. Identify symptoms associated with possible nutritional deficiencies and eating disorders. 4.5. Refer athletes who have symptoms of nutritional deficiencies and eating disorders to nutritional support personnel for treatment. |
5. Evaluate the effect of nutritional practices on the performance of athletes. | 5.1. Analyse the performance of athletes in competition situations. 5.2. Assess the effect of nutritional practices on performance in the activity or sport in consultation with the athlete and nutritional support personnel. 5.3. Adjust nutritional practices to better assist athletes to achieve peak performance in the activity in consultation with the athlete and nutritional support personnel. |