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 SISSCGP412A, 'Implement recovery programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Implement recovery programs' 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 |
Elements describe the essential outcomes of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements describe the essential outcomes of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
1. Analyse information. | 1.1. Access and analyse relevant and current information on post training or competition principles of recovery. 1.2. Identify support personnel and resources available to assist athletes with post training or competition recovery. 1.3. Assess athlete's information needs in relation to recovery methods in relevant sporting activity. 1.4. Maintain and update information on recovery methods and programs and their effect on peak performance. |
2. Liaise with sports support personnel. | 2.1. Select appropriate support personnel to assist athletes with recovery after training and or competition. 2.2. Consult with sport support personnel to identify specific recovery methods for the relevant sporting activity. |
3. Provide information to athletes. | 3.1. Explain recovery methods and programs in the relevant sporting activity to athletes. 3.2. Present information to athletes using communication approaches appropriate to the needs of the athletes and the coaching setting. 3.3. Check understanding of athletes regarding recovery principles and methods using appropriate approaches and encourage athletes to clarify information. 3.4. Encourage athletes to seek advice and support from relevant support personnel. |
4. Implement a recovery program. | 4.1. Assess individual recovery needs and preference of athletes in relation to the sporting activity according to organisational policies and procedures. 4.2. Develop a recovery program to meet athlete or athletes needs in consultation with the athlete and support personnel. 4.3. Assist athletes to use recovery methods after training and or competition according to organisational policies and procedures. 4.4. Monitor use of post training or competition recovery methods and responses according to organisational policies and procedures. 4.5. Identify symptoms of negative adaptation. 4.6. Refer athletes who have symptoms of negative adaptation to support personnel for treatment. |
5. Evaluate the recovery program. | 5.1. Analyse the performance of athlete or athletes in competition situations. 5.2. Assess the effect of the recovery program in enhancing subsequent performance in the sporting activity in consultation with athletes and support personnel. 5.3. Adjust the recovery program to better assist athletes to achieve peak performance in the activity in consultation with athletes and support personnel. |