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 SRXCAI005B, 'Conduct a sport and recreation session for participants'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct a sport and recreation session for participants' 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
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Maintain participant's physical welfare | 1.1 | Assess participant status and condition as suitable for the session immediately prior to commencement |
1.2 | Monitor influencing factors which may influence the performance of the group or individual | ||
1.3 | Modify session, where necessary, based on an assessment of the conditions, participant status, facilities and equipment | ||
1.4 | Conduct activities within the session at a level and pace to suit the capabilities of individuals and/or the group | ||
2 | Maintain a positive social environment | 2.1 | Meet participants punctually and make them feel welcome and at ease |
2.2 | Inform participants of session aims and objectives and encourage them to set realistic goals | ||
2.3 | Balance group and individual needs appropriately and continuously monitor | ||
2.4 | Encourage group co-operation, participation and interaction | ||
2.5 | Establish group norms and standards and take appropriate action to address issues of equity, gender, ethnicity and emotional well-being | ||
2.6 | Balance, where relevant, levels of real and perceived risk in accordance with group and individual goals and abilities | ||
2.7 | Use negotiation and conflict resolution strategies to deal with potential problems | ||
2.8 | Use recognition and positive feedback to engender motivation and enjoyment | ||
2.9 | Make decisions over participant behaviour fairly and deal with any disagreements or conflicts with promptly and firmly | ||
3 | Establish effective communication | 3.1 | Establish strategies where relevant to maintain communication strategies between all group members |
3.2 | Communicate instructions in a manner suitable to the participants which is clear, accurate and contains all relevant information | ||
3.3 | Encourage participants to seek clarification of information when necessary | ||
3.4 | Communicate feedback to participant's at an appropriate time, on session technique and correct usage of equipment and aim to raise the participant's self-esteem and motivation | ||
4 | Ensure participant safety | 4.1 | Ensure personal skills are at an adequate level to engender participant confidence and to determine and maintain participant safety |
4.2 | Identify and note current standing practices for emergency procedures and situations outside the normal routine and deal with them in accordance with organisation's procedures | ||
4.3 | Brief participants on safe and responsible behaviour and make them aware of rules, codes, organisation's Occupational Health and Safety requirements, restrictions and the need to minimise damage to equipment and the environment | ||
4.4 | Organise participants into manageable groups with appropriate levels of supervision to situational variances and legislative requirements | ||
4.5 | 'Warm up' participants through safe and appropriate exercises relevant to the proposed session | ||
4.6 | Continuously monitor compliance with regulations and restrictions | ||
4.7 | Continuously monitor location of clients, as appropriate to the recreation session | ||
4.8 | Arrange equipment in a safe manner and appropriate to the session and continuously monitor equipment use for correct usage and compliance with safety procedures | ||
4.9 | Distribute safety equipment effectively throughout the group | ||
4.10 | Identify potential hazards, continuously assess risks during the session and confirm them as within acceptable limits in accordance with risk management policy and procedures | ||
5 | Prepare clients to end the session | 5.1 | Allocate sufficient time for 'cooling down' and discussions with participants |
5.2 | Collect and check issued equipment for damage and wear | ||
5.3 | Give participants the opportunity to provide feedback and identify further needs | ||
5.4 | Return the environment/facility to a condition acceptable for future use | ||
5.5 | Supervise participant's departure in a manner appropriate to the situation | ||
6 | Evaluate the session | 6.1 | Determine the parameters for evaluation |
6.2 | Ensure the evaluation includes the views of participants and other staff taking part | ||
6.3 | Offer feedback and receive suggestions constructively | ||
6.4 | Identify areas where personal performance could be improved and agree on ways of obtaining this improvement agreed | ||