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Evidence Guide: CUAOHS602A - Develop techniques for maintaining resilience in a competitive environment

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

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CUAOHS602A - Develop techniques for maintaining resilience in a competitive environment

What evidence can you provide to prove your understanding of each of the following citeria?

Refine understanding of behavioural principles

  1. In discussion with relevant personnel confirm understanding of the key developmental stages in perception, cognition and understanding of self and how these relate to performers
  2. Clarify the difference between psychology and psychiatry and discuss the circumstances in which performers may need to consult with professionals from these disciplines
  3. Clarify the basic influences on social, individual and group behaviour with particular reference to competitive environments
In discussion with relevant personnel confirm understanding of the key developmental stages in perception, cognition and understanding of self and how these relate to performers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify the difference between psychology and psychiatry and discuss the circumstances in which performers may need to consult with professionals from these disciplines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify the basic influences on social, individual and group behaviour with particular reference to competitive environments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop strategies to overcome performance anxiety

  1. Develop a clear understanding of the causes and effects of performance anxiety
  2. Discuss with relevant personnel the positive and negative effects of physiological arousal on performance
  3. In consultation with relevant personnel develop strategies to cope with performance anxiety and achieve optimal arousal
  4. Use rehearsal and performance opportunities to test and evaluate strategies
  5. Reflect on own experience of, and responses to, a range of coping mechanisms and adjust strategies accordingly
Develop a clear understanding of the causes and effects of performance anxiety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with relevant personnel the positive and negative effects of physiological arousal on performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In consultation with relevant personnel develop strategies to cope with performance anxiety and achieve optimal arousal

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use rehearsal and performance opportunities to test and evaluate strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on own experience of, and responses to, a range of coping mechanisms and adjust strategies accordingly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop strategies to cope with injuries

  1. Develop a clear understanding of the psychological effect of injuries on performers
  2. Recognise the signs of problematic adjustment to injury in self and in other performers
  3. Apply techniques to minimise the risk of injuries
  4. Ensure that strategies to deal with injuries take account of individual differences in response to injury
Develop a clear understanding of the psychological effect of injuries on performers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the signs of problematic adjustment to injury in self and in other performers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply techniques to minimise the risk of injuries

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that strategies to deal with injuries take account of individual differences in response to injury

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop strategies to enhance performance

  1. Discuss with relevant personnel strategies and psychological tools to enhance resilience and improve performance technique
  2. Incorporate understanding of the effects of motivation on physical condition of the human body into performance strategies
  3. Apply the principles of internal imagery to improve motivation and performance
  4. Develop preparation and pre-performance routines
  5. Reflect on personal responses to motivating stimuli and adjust approach to performance accordingly
  6. Develop creative ways of coping with working and performing in a competitive environment
Discuss with relevant personnel strategies and psychological tools to enhance resilience and improve performance technique

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate understanding of the effects of motivation on physical condition of the human body into performance strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply the principles of internal imagery to improve motivation and performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop preparation and pre-performance routines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on personal responses to motivating stimuli and adjust approach to performance accordingly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop creative ways of coping with working and performing in a competitive environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 ability to:

develop strategies to address performance issues that demonstrate understanding of:

behavioural principles

ways to cope with performance anxiety

implement, monitor and adjust strategies in light of self-reflection

work collaboratively with others on developing techniques for maintaining resilience in a competitive environment.

Context of and specific resources for assessment

Assessment must ensure:

access to information on behavioural theories

opportunities to reflect on effectiveness of strategies developed.

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:

direct questioning combined with review of portfolios of evidence

third-party workplace reports of on-the-job performance

evaluation of strategies developed to deal with a range of performance issues

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of maintaining resilience in a competitive environment

direct observation or video recording of candidate in pre-performance situations.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment

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

CUAPRF503A Prepare for and perform in a competitive environment

CUVPRP502A Prepare for sustainable professional practice.

Required Skills and Knowledge

Required skills

communication skills to discuss issues associated with maintaining resilience in a competitive environment

critical thinking and analytical skills to:

reflect on complex behavioural issues and make judgments and decisions about those issues

improve own behavioural and thinking patterns through critical self-analysis

initiative and enterprise skills to develop lateral solutions for coping with performance anxiety

learning skills to understand and apply psychological theories to improve own performance

literacy skills to interpret varied information dealing with complex issues from a range of sources

planning and organisational skills to develop and action strategies to deal with aspects of working and performing in a competitive environment

problem-solving skills to adjust to constraints and limitations

technology skills to use the internet as a research tool.

Required knowledge

cognitive behavioural model of psychology

theories of social behaviour

terminology associated with psychological research and behavioural theories

operation of the nervous system

anxiety theories

physiological responses to stress and anxiety.

Range Statement

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.

Relevant personnel may include:

teacher

medical practitioner

psychologist

counsellor

psychiatrist

physiotherapist

dietician

mentor

qualified fitness instructor

supervisor

colleague

fellow student

performer.

Key developmental stagesmay relate to:

Piaget’s four stages of cognitive development:

sensorimotor period

preoperational period

concrete operational stage

formal operational stage

relationship between motor, perceptual, cognitive and social development

role of the nervous system in the transmission of information.

Basic influencesmay relate to:

attitudes, including:

envy of others’ success

resentment at not being selected for a role

ambition.

Causes of performance anxiety may include:

lack of confidence

fear of not meeting audience’s expectations

fear of being judged

fear of failure

negative thinking.

Effects of performance anxiety may include:

physical symptoms, such as:

racing heart

dry mouth

shaky voice

blushing

trembling

sweating

nausea

‘butterflies’ in the stomach

hyperventilating

bodily response, such as:

release of adrenaline into the blood stream causing ‘flight or fight’ syndrome with physical characteristics, such as:

contraction of neck muscles

back muscles drawing the spine into a concave position

tensing of muscles

feeling of cold in fingers, toes, ears, nose

increased blood pressure

dilation of pupils

increased breathing

behavioural effects, such as:

not knowing what to do or say

inability to read notes due to temporary impairment of close vision

increased awareness of members of the audience due to temporary improvement in long range vision

feeling embarrassed.

Strategies may relate to:

cognitive restructuring, such as:

reducing the perceived or imagined power of audience members to make negative judgements

reducing anxiety by perceiving performances as challenges rather than threats

recognising and eliminating negative self-talk

making affirmations to eliminate the tendency to imagine negative outcomes

reducing the significance of the event causing anxiety by placing it in the bigger context of one’s whole life

focusing on the present

focusing on a single element or action at a time

managing physiological arousal symptoms

stretching

deep breathing

light aerobic exercises

meditative techniques, such as:

yoga

tai chi

creative visualisation

meditation related to kinaesthetic awareness

drug therapies, such as:

beta blockers

anti-depressants.

Coping mechanisms may include:

breathing exercises

visualisation and imagery

self-talk

internalising or self-focus

centring

cue words

pre-performance routines

distraction

self-monitoring

using feedback

goal setting

cognitive restructuring

relaxation

thought stoppage

feedback from others

concentration and attention.

Techniques may relate to:

exercise program

nutrition and diet

warm-up and cool-down procedures

appropriate clothing and footwear.

Individual differences may relate to:

dancer identity

support network

severity of injury

secondary gain

additional life stressors

thinking style

coping style.

Psychological tools may relate to:

relating examples of the four attention dimensions to personal strengths and weaknesses:

internal narrow

internal broad (analysis)

external narrow

external broad

distractors and strategies to help maintain focus

progressively relaxing muscles

relating the stages of change to individual life experience:

pre-contemplation

contemplation

preparation

action

relating learned life skills to past and future change.

Understandingmay relate to:

attribution theory

self-efficacy

internal and external locus of control

arousal and effect

self-determination

goal orientation and goal setting

creative visualisation techniques

mind body education options, such as:

tai chi

meditation

martial arts

common factors that affect motivation, such as:

lifestyle

perceptions or beliefs

work or family commitments

injury and health issues

nutrition.

Motivation may relate to:

attribution theory and belief systems and cause and effect

self-efficacy

internal and external locus of control

arousal and effect

neuromuscular facilitation (muscle memory)

aggression

interpersonal behaviour.

Internal imagery relates to:

visuo-motor imagery, including use of:

mental imagery to improve motor behaviour

one’s imagination to simulate an action.