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 SISSSTC402A, 'Develop strength and conditioning programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop strength and conditioning 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 |
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. Identify the needs and requirements of the athlete or team members. | 1.1. Analyse the strength and conditioning needs and requirements of the activity or sport of the target individual or group. 1.2. Develop profiles for each individual or group member participating in the strength and conditioning program using appropriate assessment measures. 1.3. Develop short, medium and long-term objectives for the strength and conditioning program through negotiation with athletes and support personnel. 1.4. Identify the career phase of athlete and the training phase of the selected sport or activity to be addressed in the program. |
2. Plan a strength and conditioning training program to meet identified needs. | 2.1. Develop a strategy to meet the identified needs and requirements of the athlete or team. 2.2. Select the core lifts and exercises and techniques of strength and conditioning to address identified needs and requirements of the athlete according to organisational policies and procedures. 2.3. Establish fixed points of the program and identify and document training phases within the training program. 2.4. Apply exercise selection and exercise order to maximise conditioning outcomes throughout the program. 2.5. Identify equipment and resource requirements for each session within the program. 2.6. Develop and document a program schedule to meet the identified needs, requirements and objectives of the athlete. 2.7. Include evaluation methods to monitor the training program prior to implementation. |
3. Implement strength and conditioning training program. | 3.1. Supervise strength and conditioning program. 3.2. Use strength and conditioning training methods to meet identified needs and requirements of athletes or team members. 3.3. Observe sessions to see that exercises are conducted in accord with rules and regulations and accepted best practice principles of strength and conditioning training. 3.4. Ensure correct use of equipment during strength and conditioning session, according to organisational policies and procedures and manufacturer's instructions. 3.5. Establish ongoing liaison between other coaches and specialists where coaches and specialists work with the same athlete to ensure a consistent approach to the strength and conditioning program. |
4. Monitor, evaluate and modify the strength and conditioning program. | 4.1. Evaluate the program according to methods established and documented within the strength and conditioning program plan. 4.2. Monitor use of equipment according to exercise plan and relevant legislation and organisational policies and procedures. 4.3. Review each athlete's or athletes' training diary or diaries to monitor ongoing progress. 4.4. Use assessment measures to assess athlete's ongoing progress. 4.5. Seek and receive feedback from participating athletes and support personnel. 4.6. Implement modifications to the program, where relevant, to meet identified needs. |