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 SISSGLF519, 'Teach the advanced tactics and strategies of golf'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Teach the advanced tactics and strategies of golf' 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. Plan and develop player tactics and strategies. | 1.1 Identify and assess player needs and characteristics to plan tailored tactics and strategies. 1.2 Develop tactics and strategies suitable for advanced players which take advantage of strengths and counter weaknesses. |
2. Plan advanced golf sessions to develop player advanced tactics and strategies. | 2.1 Identify and assess player readiness and current knowledge of advanced tactics and strategies in order to determine session aims and objectives. 2.2 Develop a session plan to meet player’s needs in accordance with relevant regulations, organisation policies and procedures. 2.3 Identify risks and incorporate safety procedures to manage the risks associated with advanced drills, activities and games. 2.4 Select and access location, equipment and resources according to organisational policies and procedures, and check to ensure safety and suitability. |
3. Brief players in advanced tactics and strategies. | 3.1 Communicate instructions and relevant information in a manner appropriate to players. 3.2 Inform players of known and anticipated risks, safety procedures, appropriate behaviour and rules and regulations of golf. 3.3 Advise procedures for dealing with emergency and non-routine situations. 3.4 Prepare players for participation in advanced golf in a competitive situation by using psychological techniques. 3.5 Encourage players to seek clarification, information and feedback as required. |
4. Conduct drills, activities and games to develop player tactics and competitive strategies. | 4.1 Use teaching and coaching techniques to develop player advanced tactics and strategies in competitive situations and to impart player knowledge. 4.2 Conduct the drills, activities and games according to accepted best practice in golf coaching and endorsed. standards promoted by sporting organisations. 4.3 Conduct warm-up and introductory activities for players to reduce the risk of injury. 4.4 Use golf drills, activities and games to promote skill transfer to competitive situations. 4.5 Monitor individual player performance and maintain effective communication during golf drills, activities and games. 4.6 Observe players during advanced golf drills, activities and games, and adjust or refine individual or group tactics and strategies as required. 4.7 Evaluate and incorporate the use of appropriate technology in the analysis of tactics and strategies for competitive performance. 4.8 Conduct in-game analysis, and implement relevant adjustments where required. 4.9 Allow time for and conduct cool down activities at the end of the session. |
5. De-brief players and evaluate the success of the session. | 5.1 Inform players of opportunities to further develop tactics and strategies and improve competitive performance. 5.2 Provide opportunities for players to identify personal progress and satisfaction with the session, and give feedback as required. 5.3 Evaluate relevant aspects of advanced tactics and strategies applied in a competitive context and determine level of learning achieved. 5.4 Analyse statistics and identify areas for improvement in developing strategies and players tactical performance. |