Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

SISSCNO407A Mapping and Delivery Guide
Teach the advanced skills and tactics of slalom canoeing

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency SISSCNO407A - Teach the advanced skills and tactics of slalom canoeing
Description This unit describes the performance outcomes, skills and knowledge required to teach and develop the advanced skills and tactics of slalom canoeing. This unit focuses on planning, conducting and evaluating drills, activities and games to develop the skills and tactics of slalom canoeing to an advanced level.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to individuals operating as slalom canoeing coaches at a local, regional or state level. This includes instructing, planning, conducting and evaluating training sessions and competitions. This also involves supervising practice sessions, preparing for competitions and completing post-competition analysis on performance.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Nil
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Plan advanced slalom canoeing sessions.
  • Establish participant's needs and characteristics.
  • Assess participant's readiness, current knowledge of slalom canoeing and course design in order to determine session'saims and objectives.
  • Develop a race plan according to participant's needs and physicalconditioning, relevant legislation, organisational policies and procedures and endorsed standards promoted by canoeing.
  • Determine psychologicalneeds of a slalom canoeist and integrate into session.
  • Identify safety and risk management procedures associated with slalom canoeing drills, activities and games according to organisational policies and procedures.
  • Select and access location, equipment and resources suitable for the introduction to racing and competition, according to relevant legislation and organisational policies and procedures.
  • Inspect equipment and set up andtrim canoes.
       
Element: Brief participants.
  • Communicate instructions and relevant information about the session in a manner appropriate to participants.
  • Encourage participants to seek clarification, information and feedback as required during the session.
  • Inform participants of known and anticipated risks, safety and risk management procedures, appropriate behaviour and slalom canoeing rules, regulations and policies.
  • Establish a suitable communication system to use while participating in drills, activities and games.
       
Element: Conduct advanced slalom canoeing sessions.
  • Apply clear and accurate teaching and coaching techniques to impart required knowledge and the requirements of the advanced skills and tactics of slalom canoeing to be developed.
  • Advise procedures for dealing with emergency and non-routine situations according to organisational policies and procedures.
  • Monitor individual participant's performance and maintain effective communication during drills, activities and games.
  • Observe participants during drills, activities and games, and provide individual or group skill analysis and correction as required.
  • Determine over trainingsymptoms associated with advanced slalom canoeing drills, activities and games.
       
Element: Complete post-session responsibilities.
  • Encourage participants to identify their personal progress and satisfaction with the session, and give feedback as required.
  • Develop and implement a recovery plan for over training, after seeking advice from a specialist.
  • Inform participants of opportunities to further develop their slalom canoeing skills and tactics.
  • Evaluate relevant aspects of session and determine the level of learning achieved.
  • Identify potential areas of improvement for future advanced slalom canoeing sessions.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

plans and delivers information, explanations and demonstrations for slalom canoeing sessions to ensure activities are conducted safely, according to participant's needs

observes and monitors the progress of participants and provides constructive feedback and intervention to improve and develop the skills and tactics of slalom canoeing to an advanced level

uses and modifies teaching and coaching techniques and drills, activities and games to cater for a range of individual learning styles

evaluates and reflects on own coaching performance to identify strengths, weaknesses and areas that need improvement.

Context of and specific resources for assessment

Assessment must ensure conduct of safe sessions that reflect the needs and characteristics of a range of participants and are of sufficient duration and breadth to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

whitewater rivers and indoor training facilities

a group of slalom canoeists to participate in advanced sessions

equipment such as slalom canoes or kayaks, paddles, grip, spray covers, personal flotation devices (PFDs) and helmets

rules, regulations and policies, legislation, and organisational policies and procedures that impact on the conduct of drills, activities and games.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

oral or written questioning to assess knowledge of relevant legislation, organisational policies and procedures, and rules, regulations and policies of slalom canoeing to enable safe conduct of all drills, activities and games during the session or sessions

observation of safe coaching of advanced slalom canoeing skills and tactics, and monitoring and adjusting instructional techniques according to participant's needs, characteristics and responses

portfolio of session plans and self evaluations

third-party reports from a supervisor detailing performance.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication skills to:

consult with participants to plan an advanced slalom canoeing session that meets their needs

convey information about the safety aspects of the session

interact with participants to create a safe and positive environment

problem-solving skills to:

plan suitable sessions according to participant's needs and characteristics

address participant difficulties in developing skills and tactics

determine psychological needs of a slalom canoeist

anticipate and respond appropriately to non-routine situations

planning and organisation skills to:

source, allocate and coordinate resources, equipment and a suitable location

monitor and evaluate progress

plan recovery sessions

organise participants into manageable groups for drills, activities and games

language and literacy skills to:

produce a race plan and training and resistance program for advanced slalom canoeists

complete post-session participant and self evaluations

give and receive feedback

numeracy skills to deliver drills, activities and games within session timeframes

personal advanced slalom canoeing skills to a high level of technical correctness to understand progressive skill acquisition and demonstrate, explain and break down skills and tactics to participants

first aid and emergency response skills appropriate to the location.

Required knowledge

legislation, organisational policies and procedures, and rules, regulations and policies of slalom canoeing to enable safe conduct of sessions

site-specific information to assist in the planning process and enable management of potential risks, and any special restrictions applying to the location

equipment types, characteristics and technology used for advanced slalom canoeing

teaching and coaching techniques and practices applicable to a range of ages and learning abilities

characteristics of a range of physical abilities, fitness and motor performance to enable assessment of participant readiness

advanced skills and tactics of slalom canoeing, and specific drills, activities and games that promote progressive skill acquisition in individuals and group

communication systems used between participants, coaches, referees, specialists and support staff during advanced slalom canoeing

risks commonly associated with advanced slalom canoeing, and methods of mitigating these risks

emergency response and rescue procedures appropriate for slalom canoeing, to ensure risk minimisation to self and group.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Participant's needs and characteristics may include:

age

cultural factors

previous experience

fitness level and physical capabilities

swimming skills

injuries and illnesses.

Readiness may include:

fitness levels

motor performance factors

compatibility between participants and team members

level of arousal which will enhance performance

psychologically prepared.

Course design may include:

gate techniques

balance requirements to create specific moves to challenge paddling patterns

water features

bridging moves.

Session's aims and objectives may include:

progressive skill acquisition

self improvement

fitness targets

motivation

individual and team tactics and skills.

Race plan may include:

equipment and resources

weather details

safety requirements

risk management plan.

Physical conditioning may include:

five components of fitness

development of physical abilities

techniques to prevent shoulder injury.

Relevant legislation may include:

occupational health and safety

permits from authorities

privacy

working with children

environmental regulations.

Organisational policies and procedures may include:

occupational health and safety

conflict resolution

communication protocols

use, care and maintenance of equipment

training and scheduling commitments

code of ethics.

Endorsed standards promoted by canoeing may include:

Australian Canoeing coaches code of conduct policy

accreditation of coaches throughout National Coaching Accreditation Scheme

Australian Sports Commission Harassment-free Sport policy.

Psychological needs may include:

visualisation

relaxation

focusing

goal setting

motivation

process oriented versus outcome oriented

analysing strengths and weaknesses.

Safety and risk management procedures may include:

group management in emergency situations

symptoms, treatment and prevention of common slalom canoeing injuries and risks

equipment checking and usage

recognition of potential hazards on the river

water management, such as site selection and gate position

rescue and recovery.

Drills, activities may include:

those described in Level 2 Slalom Canoeing Manual

sequential progression of skills

individualised drills

strength training

psychological preparation

paddling drills.

Games may include:

modified games and competitions

practice races

practice competitions.

Location may include:

whitewater rivers with suitable gates and water features

indoor facilities.

Equipment may include:

canoe or kayak suitable for slalom canoeing

paddle

spray cover

personal flotation device (PFD)

helmet.

Resources may include:

teaching and coaching tools

stopwatch

sports science testing equipment

first aid kit.

Set up and trim may include:

construction and characteristics of type of paddlers and boats

equipment selection and set up according relevant to paddler and conditions

rig and steering mechanism

equipment transport.

Relevant information may include:

race plan

skill or skills focus

equipment and resource requirements, selection and use

safety procedures

psychological preparation

rules and regulations of slalom canoeing

responsible and safe behaviour.

Risks may include:

unstable canoe or kayak

collision or hitting objects

becoming caught or trapped in whitewater features

capsize

exhaustion

dehydration.

Rules, regulations and policies may include:

international rules of competition, organisation or formats

Australian Canoeing rules of competition and formats

Australian Canoeing Slalom and Wild Water policy handbook

modified rules

Australian Canoeing Code of Ethics

Australian Canoeing anti-doping policy

Australian Sports Commission Harassment-free sport policy

age restrictions.

Communication system may include:

calls

signals.

Teaching and coaching techniques may include:

demonstration

explanation

focusing on a single skill or tactic

breaking down skills and tactics into components

progressing through and linking skills and tactics

shaping and modelling approaches

reciprocal or peer tutoring

questioning, monitoring and observing progress

assessment and evaluation.

Required knowledge may include:

rules, regulations and policies of slalom canoeing

slalom canoeing skills and tactics

basic biomechanical principles

factors affecting skill acquisition

equipment selection, use and maintenance.

Advanced skills and tactics of slalom canoeing may include:

advanced edge control, leaning upstream

pivots

nose and tail weighting

feathering the bow draw

combination strokes to move

rolling techniques

whitewater technique:

river reading

breaking in and out, turning on stoppers, waves

pivot turn, paddling downstream through eddies

boat edging and body weight transfer

wide, tight exit and approaches

ferry approach

carve approach

merano

variations, such as current, boils, stoppers, waves and troughs

offset gates

reverse gates

boofing

rescue techniques.

Participant's performance may include:

performance and accuracy of skills and tactics

attitude and behaviour

ability to link and perform skills and tactics.

Skill analysis and correction may include:

effectiveness, time and consistency

posture

trunk rotation

hand position

leg drive

stroke rating

smoothness and consistency.

Over training symptoms may include:

tired or sore muscles

fatigue

stress.

Recovery plan may include:

work-to-rest ratio

psychological regulation

physical therapies.

Relevant aspects may include:

effectiveness of the teaching and coaching session

suitability of teaching and coaching methods

feedback provided to or by participants

initial and final assessment of participant's abilities.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Establish participant's needs and characteristics. 
Assess participant's readiness, current knowledge of slalom canoeing and course design in order to determine session'saims and objectives. 
Develop a race plan according to participant's needs and physicalconditioning, relevant legislation, organisational policies and procedures and endorsed standards promoted by canoeing. 
Determine psychologicalneeds of a slalom canoeist and integrate into session. 
Identify safety and risk management procedures associated with slalom canoeing drills, activities and games according to organisational policies and procedures. 
Select and access location, equipment and resources suitable for the introduction to racing and competition, according to relevant legislation and organisational policies and procedures. 
Inspect equipment and set up andtrim canoes. 
Communicate instructions and relevant information about the session in a manner appropriate to participants. 
Encourage participants to seek clarification, information and feedback as required during the session. 
Inform participants of known and anticipated risks, safety and risk management procedures, appropriate behaviour and slalom canoeing rules, regulations and policies. 
Establish a suitable communication system to use while participating in drills, activities and games. 
Apply clear and accurate teaching and coaching techniques to impart required knowledge and the requirements of the advanced skills and tactics of slalom canoeing to be developed. 
Advise procedures for dealing with emergency and non-routine situations according to organisational policies and procedures. 
Monitor individual participant's performance and maintain effective communication during drills, activities and games. 
Observe participants during drills, activities and games, and provide individual or group skill analysis and correction as required. 
Determine over trainingsymptoms associated with advanced slalom canoeing drills, activities and games. 
Encourage participants to identify their personal progress and satisfaction with the session, and give feedback as required. 
Develop and implement a recovery plan for over training, after seeking advice from a specialist. 
Inform participants of opportunities to further develop their slalom canoeing skills and tactics. 
Evaluate relevant aspects of session and determine the level of learning achieved. 
Identify potential areas of improvement for future advanced slalom canoeing sessions. 

Forms

Assessment Cover Sheet

SISSCNO407A - Teach the advanced skills and tactics of slalom canoeing
Assessment task 1: [title]

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I declare that the assessment tasks submitted for this unit are my own work.

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Result: Competent Not yet competent

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Assessment Record Sheet

SISSCNO407A - Teach the advanced skills and tactics of slalom canoeing

Student name:

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Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

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