Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver SISFFIT305A, 'Apply anatomy and physiology principles in a fitness context'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply anatomy and physiology principles in a fitness context' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Apply knowledge of anatomical and physiological terminology to fitness instruction. | 1.1. Identify relevant anatomical and physiological terminology and apply to the development of a fitness program. 1.2. Apply relevant anatomical and physiological terminology to fitness instruction. 1.3. Apply relevant anatomical and physiological terminology in the provision of fitness advice. |
2. Apply knowledge of anatomy and physiology to fitness instruction | 2.1. Identify and apply the structural levels of organisation in the study of anatomy and physiology to the development of a fitness program or fitness instruction. 2.2. Apply the relevant principles of the structural levels of organisation in the study of anatomy and physiology to fitness instruction. 2.3. Identify contra-indications fitness activities, and where to refer to appropriate medical and allied health professionals is indicated. 2.4. Apply the principles of anatomy and physiology as they relate to fitness instructions in the provision of fitness advice. 2.5. Use anatomical terminology and describe and demonstrate movements of the body to clients. |
3. Apply the relevant principles of the body's systems to fitness instruction | 3.1. Apply the relevant principles of the body's systems to the performance delivered from fitness instructions. 3.2. Apply the relevant principles of the body's systems as they relate to fitness instructions in the provision of aftercare service and advice. |
4. Apply an understanding of the structure and function of the musculoskeletal system when providing information about exercise programs. | 4.1. Describe the structure, growth and development of bone tissue and factors affecting growth to clients. 4.2. Relate the type and the structure of joints to joint mobility, joint integrity and risk of injury when planning exercise programs and providing information to clients. 4.3. Identify and describe the movements allowed at the major joints of the body when providing information about exercise programs. 4.4. Identify the major bones, bony landmarks, major joints and major muscles when providing information about fitness testing and exercise programs. 4.5. Use knowledge of the structure of skeletal muscle and the process of muscle contraction to plan and develop exercise programs. 4.6. Apply knowledge of major muscles and their actions, and the role of the muscle during contraction, to select suitable exercises when planning exercise programs. 4.7. Analyse common exercises to identify to clients, the joint action occurring, the muscle responsible and the type of contraction 4.8. Discuss the interplay between muscle innervation and muscle contraction. 4.9. Relate the oxidative capacity of different muscle fibres to different fitness activities. 4.10. Describe ideal postural alignment and common pathological postures to fitness clients. |
5. Relate the structure and function of the cardiovascular system and respiratory system to fitness activities. | 5.1. Explain the structure and function of the cardiovascular system and the respiratory system when providing information to clients. 5.2. Describe the process of gaseous transport and gaseous exchange occurring during fitness activities to clients. 5.3. Explain the role of the cardio-respiratory system in the carrying, delivery and extraction of oxygen for muscle contraction and relate to exercise intensity. 5.4. Investigate the oxygen demands of various fitness activities to identify the relationship between exercise intensity and the circulatory and ventilation responses. 5.5. Relate the differences in individual respiratory volumes and basic circulatory responses, and the regulation of these physiological responses to the client's fitness levels. |
6. Apply knowledge of the structure and function of the nervous system to fitness activities. | 6.1. Describe the basic structure of the nervous system and its role in the control of movement and exercise to clients. 6.2. Apply the process of excitation and conduction of nerve impulses during muscle contraction, when providing information about fitness activities. 6.3. Explain the role of the sensory receptors during movement, in stretching and flexibility to clients. 6.4. Explain to clients the relationship between the composition of motor units and motor unit innervation to the strength of muscle contraction, during fitness activities. |
7. Apply knowledge of the body's energy systems to exercise instruction. | 7.1. Explain the effect of exercise intensity on the energy substrate to clients during exercise instruction. 7.2. Apply the limiting factors of the body's energy systems to the setting of exercise intensities when instructing fitness activities. |