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 SISSSPT303A, 'Conduct basic warm-up and cool-down programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct basic warm-up and cool-down programs' 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 |
1. Define the scope of warm-ups and cool-downs. | 1.1. Explain the benefits of warm-ups and cool-downs in aiding performance and recovery to athlete or athletes and other relevant stakeholders. 1.2. Explain preferred timing and duration of warm-ups and cool-downs to the athlete or athletes and other relevant stakeholders according to the sport or activity. 1.3. Select appropriate warm-up and cool-down exercises and techniques for the sport or activity. |
2. Implement warm-up program. | 2.1. Consult with athletes to identify contraindications and precautions for warm-up exercises according to organisational policies and procedures. 2.2. Refer the athlete to a medical practitioner or other relevant personnel in the medical support team as required. 2.3. Explain and demonstrate a range of warm-up exercises to prepare athlete or athletes for activity or competition according to the basic principles of biomechanics and best practice. 2.4. Monitor application of warm-up exercises and techniques according to organisational policies and procedures. 2.5. Adjust warm-up exercises and techniques according to required arousal levels of the athlete. |
3. Implement cool-down program. | 3.1. Consult with athletes to identify contraindications and precautions for cool-down exercises according to organisational policies and procedures. 3.2. Explain and demonstrate a range of cool-down exercises to aid recovery from activity or competition according to the basic principles of biomechanics. 3.3. Monitor application of cool-down exercises and techniques according to organisational policies and procedures. 3.4. Adjust cool-down exercises and techniques according to the basic principles of biomechanics and best practice. |
4. Review and modify program. | 4.1. Review the program in consultation with appropriate personnel and athletes. 4.2. Evaluate own performance using self-reflection methods and identify potential improvements for future performances. 4.3. Make modifications to the program where required in response to feedback from appropriate personnel and own self-reflection outcomes. |