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

SRCAQU008B Mapping and Delivery Guide
Apply the principles of movement in water to aquatic activities

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency SRCAQU008B - Apply the principles of movement in water to aquatic activities
Description This unit has been developed for the Community Recreation Industry Training Package and covers the knowledge and skills required to apply the principles of movement in water to instruct clients to achieve efficient movements during aquatic activities in water.
Employability Skills Not applicable.
Learning Outcomes and Application Not applicable.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
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: Analyse the principles of movement in water
  • Identify the principles of movement in water, broken down into component parts and documented
       
Element: Identify the effect of the principles of movement in water on the body
  • Identify the factors affecting the movement of a body in water
  • Identify and document the methods of increasing the efficiency of movement through water
       
Element: Apply the principles of movement in water to assist clients to develop more efficient movements
  • Deliver concise and precise relevant information, explanations and demonstrations to develop efficient movements
  • Observe participant's movement through water and give feedback to improve movement on an individualised and/or group basis
  • Use technological aids to supplement presentations, where appropriate
  • Teach skills and monitor the instructional method during the instruction and assess following the instruction
  • Give clients the opportunity to comment and/or ask questions
  • Identify aspects needing further emphasis and/or attention for intervention in future 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 identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements

Critical aspects of evidence to be considered

Assessment must confirm the ability integrated demonstration of all elements of competency and their performance criteria, in particular the ability to

identify and explain the principles of movement in water

accurately determine the factors effecting the movement of the body in water

evaluate the efficiency of a client's movement through water and provide feedback to improve client's performanc

Interdependent assessment of units

This unit must be assessed after attainment of or in conjunction with competency in the following unit(s)

Nil

This unit must be assessed in conjunction with the following unit(s)

Nil

For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)

Nil

Required knowledge and skills

Required knowledge

The principles of movement in water

The effect of the principles of movement in water on movement in water

Intervention strategies to achieve more efficient movements in water

Relevant equipment and safety requirements, including Occupational Health and Safety and legislative requirements

Required skills

Skills used to instruct aquatic activities, eg, movement, voice, use of technical aids

Ability to provide explanations and demonstrations, ie, self, other clients as models, videos

Monitoring/observation skills

Feedback and questioning skills

Activities are conducted in accordance with the accepted best practice principles of aquatic activities

Resource implications

Physical resources - assessment of this competency requires access to

a real or simulated work environment

appropriate documentation and resources normally used in the workplace

a swimming pool and other equipment

suitable clients

rules, policies and regulations of relevant peak bodies and/or employer organisations

Human resources - assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) must

be competent in this unit but preferably be competent in the unit at the level above

be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area

have attained the mandatory competency requirements for assessors under the Australian Quality Training Framework (AQTF) as specified in Standard 7.3 of the Standards for Registered Training Organisations

Consistency in performance

Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statements and contexts applicable to the work environment

Context for assessment

This unit of competency must be assessed in the context of community recreation in Australia. For valid and reliable assessment the community recreation activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace

This unit of competence should be assessed through the observation of processes and procedures, oral and/or written questioning on required knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a "number of locations", any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

KEY COMPETENCIES

Collect, Analyse&Organise Information

Communicate Ideas&Information

Plan&Organise Activities

Work with Others&in Teams

Use Mathematical Ideas&Techniques

Solve Problems

Use Technology

2

2

2

2

1

2

-

These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:

Use routine approaches

Select from routine approaches

Establish new approaches

Collecting, analysing and organising information -

Communicating ideas and information -

Planning and organising activities -

Working with teams and others -

Using mathematical ideas and techniques -

Solving problems -

Using technology - Not applicable

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.

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.

Not applicable.

Range Statements

The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency

CATEGORIES

Factors affecting the movement of a body in water

Body alignment

long and short axis

smooth tapered shapes

Balance

head alignment and movement

balance of limbs in movement

effects of rotation

Core power

hip rotation to create torque/twisting forces

Feedback

Can be

verbal

written

visual

tactile

Should be an information exchange between participant and instructor regarding progress towards performance goals

Instructional method

Instructional approaches adopted by the instructor to convey instructional content to the participant

Depending on the situation the instructor should be able to incorporate a range of combinations of the following approaches and/or any associated variations

whole skill strategies

whole, progressive - part, whole strategies

progressive part strategies

demonstration strategies

command and response strategies

directive approaches through specific set tasks

reciprocal or peer tutoring strategies

feedback and refinement strategies

guided discovery strategies, setting problems and allowing clients to discover solutions

experiential or problem solving strategies

Principles of movement in water

Buoyancy

Flotation

Hydrostatic pressure

Propulsion

Lift

Drag

Turbulence

Acceleration

Resistance

Balance and stabilit

Technological aids

Video cameras

Videos of other clients

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
Identify the principles of movement in water, broken down into component parts and documented 
Identify the factors affecting the movement of a body in water 
Identify and document the methods of increasing the efficiency of movement through water 
Deliver concise and precise relevant information, explanations and demonstrations to develop efficient movements 
Observe participant's movement through water and give feedback to improve movement on an individualised and/or group basis 
Use technological aids to supplement presentations, where appropriate 
Teach skills and monitor the instructional method during the instruction and assess following the instruction 
Give clients the opportunity to comment and/or ask questions 
Identify aspects needing further emphasis and/or attention for intervention in future sessions 

Forms

Assessment Cover Sheet

SRCAQU008B - Apply the principles of movement in water to aquatic activities
Assessment task 1: [title]

Student name:

Student ID:

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

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

SRCAQU008B - Apply the principles of movement in water to aquatic activities

Student name:

Student ID:

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

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: