Not applicable.
Not applicable.
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Analyse the principles of movement in water | 1.1 | Identify the principles of movement in water, broken down into component parts and documented |
2 | Identify the effect of the principles of movement in water on the body | 2.1 | Identify the factors affecting the movement of a body in water |
2.2 | Identify and document the methods of increasing the efficiency of movement through water | ||
3 | Apply the principles of movement in water to assist clients to develop more efficient movements | 3.1 | Deliver concise and precise relevant information, explanations and demonstrations to develop efficient movements |
3.2 | Observe participant's movement through water and give feedback to improve movement on an individualised and/or group basis | ||
3.3 | Use technological aids to supplement presentations, where appropriate | ||
3.4 | Teach skills and monitor the instructional method during the instruction and assess following the instruction | ||
3.5 | Give clients the opportunity to comment and/or ask questions | ||
3.6 | Identify aspects needing further emphasis and/or attention for intervention in future sessions | ||
Not applicable.
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. | ||||||
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 |
Not applicable.
Not applicable.
Not applicable.