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 SISXCAI507A, 'Plan and implement high performance training programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan and implement high performance training 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. Assess athlete's ability to meet the demands of high-level performance. | 1.1. Identify the requirements of high-level performance for the athlete's sport. 1.2. Use approved assessment methods appropriate to the demands of participation in the activity to assess athlete's fitness and skill levels. 1.3. Measure, record and evaluate data obtained from assessment activities against current identified demands of participation according to organisational policies and procedures. 1.4. Establish the high-performance athlete's aims and priorities for undertaking a training program. 1.5. Establish agreed program needs and objectives. |
2. Plan a high-performance training program to meet athlete requirements. | 2.1. Select exercises, activities and training methods to meet the identified needs of the athlete and the high-performance objectives of the sport. 2.2. Incorporate a competition or high-performance strategy into the training program, including competition cycles that need preparation. 2.3. Identify and select equipment and resource requirements for each stage of the program according to organisational policies and procedures and relevant legislation. 2.4. Include evaluation methods to monitor the training program. 2.5. Schedule and document all aspects of the training program. |
3. Implement and deliver the high-performance training program. | 3.1. Explain and demonstrate safe performance of exercises and activities. 3.2. Explain and demonstrate safe use of equipment according to organisational policies and procedures and manufacturer instructions. 3.3. Use motivation techniques to enhance athlete performance. |
4. Monitor and adjust the high-performance training program. | 4.1. Monitor and modify athlete's progress in consultation with support personnel. 4.2. Identify errors, potential problems and areas for improvement in the performance and communicate these with the athlete according to best practice principles of the sport. 4.3. Monitor skill performance, physical performance and athlete wellbeing throughout the training program and adapt coaching methods and instructional styles where applicable. 4.4. Adjust sessions or training program according to the results of monitoring and accepted best practice principles of the sport. 4.5. Provide feedback to athlete to improve performance. 4.6. Evaluate program according to the methods outlined in the plan and in consultation with athlete and support personnel. |
5. Manage competitive or performance events during the training program. | 5.1. Address relevant competitive and or performance strategies, tactics and support needs. 5.2. Continually monitor high-performance athlete's condition throughout competition events to determine factors that affect performance. 5.3. Implement changes according to the results of monitoring and accepted best-practice principles of the sport. |