Application
Not applicable.
Prerequisites
Not applicable.
Elements and Performance Criteria
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Identify preferred instructional methods and styles to develop water familiarisation, buoyancy and mobility skills | 1.1 | Identify and explain instructional methods in the context of specific skills |
1.2 | Explain types and uses of feedback during instruction | ||
1.3 | Explain uses of demonstrations when instructing | ||
1.4 | Explain types and uses of questions in the instruction process | ||
1.5 | Explain types and uses of instructional styles in relation to a range of situations | ||
2 | Assess client's readiness to acquire and perform water familiarisation, buoyancy and mobility skills | 2.1 | Identify the water familiarisation, buoyancy and mobility skills to be developed |
2.2 | Introduce new clients to the water in an appropriate manner | ||
2.3 | Identify and describe factors which affect skill acquisition of the water familiarisation, buoyancy and mobility skills in relation to skill acquisition of clients | ||
2.4 | Assess clients regarding their readiness to acquire the water familiarisation, buoyancy and mobility skills being taught or developed | ||
3 | Conduct drills, activities and/or games to instruct water familiarisation, buoyancy and mobility skills | 3.1 | Select instructional methods to match the client's readiness, the work environment, the activity and the equipment available |
3.2 | Allocate sufficient space and resources for the activity and/or game | ||
3.3 | Deliver concise and precise relevant information, explanations and demonstrations to ensure activities and/or games are in accord with accepted best practice principles of aquatic activities | ||
3.4 | Place emphasis on practical involvement while adjusting or refining skills on an individualised basis | ||
3.5 | Make modifications to the activity when necessary | ||
3.6 | Teach the skill and monitor the instructional method during the instruction and assess following the instruction | ||
3.7 | Maintain group control to ensure the safety and enjoyment of the individual and group and a satisfactory outcome to the experience | ||
4 | Review and adapt the instruction of water familiarisation, buoyancy and mobility skills in response to feedback | 4.1 | Make relevant points of emphasis before, during and/or after presentation/s and communicate in a style appropriate to the clients |
4.2 | Implement modifications to the instructional method in response to results of monitoring | ||
4.3 | Give clients the opportunity to comment and/or ask questions | ||
4.4 | Identify aspects needing further emphasis and/or attention for intervention in future sessions |
Required Skills
Not applicable.
Evidence Required
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 evaluate whether conditions are suitable to commence the session introduce the beginner to the water appropriately instruct water familiarisation, buoyancy and mobility skills observe clients and recognise when and how intervention should take place to improve individual skill performance conduct activities and games to develop water familiarisation, buoyancy and mobility skills in accordance with the accepted best practice principles of aquatic activities modify instructional methods and activities on an individualised and/or group basis to improve skill performanc |
Interdependent assessment of units | This unit must be assessed after attainment of competency in the following unit(s) Nil This unit must be assessed in conjunction with the following unit(s) SRCAQU008B Apply the principles of movement in water to aquatic activities 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 Water familiarisation, buoyancy and mobility principles Activities and games to instruct water familiarisation, buoyancy and mobility skills Relevant equipment and safety requirements, including occupational health and safety and legislative requirements First aid and water rescue techniques Required skills Application of principles of movement in water Ability to provide explanations and demonstrations, ie, self, other clients as models, videos to assist in the instruction of water familiarisation, buoyancy and mobility skills Monitoring/observation skills to analyse client's performance of water familiarisation, buoyancy and mobility skills Feedback and questioning skills to assist clients to acquire/improve technique Conducting activities and/or games in accordance with the accepted best practice principles of aquatic activities Ability to perform basic water rescue techniques |
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 the rules, policies and regulations of relevant peak bodies and/or employer organizations 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 | - | 2 | 1 |
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 - Not applicable Solving problems - Using technology - Please refer to the Assessment Guidelines for advice on how to use the Key Competencies. |
Range Statement
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 | |
Activities and/or games | that are designed to develop water familiarisation, buoyancy and mobility such as those described in accepted industry training manuals should include activities to develop water familiarisation, buoyancy and mobility skills relevant modified games |
Best practice principles of aquatic activities | accepted preventative practice adopted throughout the aquatic industry to minimise safety hazards or risks Instructors Code of Conduct policies developed by the peak bodies responsible for the teaching of swimming and water safety such as AUSTSWIM Incorporated, Australian Swimming Incorporated, Australian Swimming Coaches and Teachers Association, The Royal Life Saving Society Australia and Surf Life Saving Australia national activity organisation regulations and guidelines relevant national, state/territory or local government regulations and guidelines employer organisation's policies and procedures the culture of swimming and water safety current and past good practice demonstrated by self or peers in the same or similar situation |
Communicate in a style appropriate to the clients | age preferred language sensory or intellectual impairment, eg, sight loss or hearing loss the Swimming Teachers Code of Conduct policy |
Factors which affect skill acquisition | individual considerations stage of development personality physical, intellectual and emotional characteristics physical fitness body type and composition cultural factors situational factors indoor/outdoor venue river dam sea swimming pool weather conditions cold rain wind heat water temperature background noise distractions class size water depth available water space |
Feedback | can be verbal written visual tactile should be an information exchange between participant and instructor regarding progress towards performance goals |
Instructional methods | 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 techniques to encourage the reluctant participant |
Instructional styles | refers to the presentation style/s adopted by the instructor to communicate with the participant depending on the situation the instructor should be able to incorporate a range of combinations of the following styles and/or any associated variations friendly and approachable while maintaining a 'professional distance' clear, precise and, if appropriate, directive regarding not-negotiable issues, eg, safety factors humorous when appropriate laissez faire, or casual, when appropriate organised and efficient motivational and encouraging disciplinarian, including modification of undesirable behaviours in clients |
Readiness | cognitive development stage social and emotional development stage motor development stage |
Resources | human resources - a ratio of instructors to clients that allows for maximum participation in a safe environment equipment - a ratio of equipment to clients that allows for maximum participation in a safe environment access to first aid facilities/equipment appropriate facilities to conduct instruction in a safe environmen |
Water familiarisation, buoyancy and mobility skills | entering, leaving and moving through the water getting the face wet, submerging and opening eyes under water regaining a standing position breathing activities safety and rescue skills front, back and side floating gliding torpedo sculling treading water stroke exploration |
Work environment | organisational health and safety requirements; safe and appropriate dress; and equipment appropriate swimwear and personal equipment personal hygiene requirements technical equipment, clipboards, etc lifesaving equipment ropes reaching poles flotation devices pool safety equipment as listed in state/territory Occupational Health and Safety requirements for pools other recommended safety guidelines are instructional aids should be inspected before use sun safety guidelines should be followed hydration guidelines should be followed designated pool area should be inspected before use access to first aid facilities/equipment conditions and external influences include environmental/weather conditions other facility users spectators parents other instructors |
Sectors
Not applicable.
Employability Skills
Not applicable.
Licensing Information
Not applicable.