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 SISXCAI008, 'Plan, conduct and review training and recovery programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan, conduct and review training and 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
ELEMENTS | PERFORMANCECRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Assess participant ability to meet the demands of high level performance. | 1.1. Identify requirements of high level performance for participant physical activity. 1.2. Use approved assessment methods appropriate to demands of participation in the physical activity to assess participant fitness and skill levels. 1.3. Measure, record and evaluate data obtained from assessment activities against current identified demands of participation. 1.4. Establish high performance participant aims and priorities for the training program. 1.5. Establish agreed program needs and objectives. |
2. Plan a training program | 2.1. Investigate current national and international trends and innovations in high performance training program design. 2.2. Implement principles of high performance training program design to meet identified needs of participant and high performance objectives of the physical activity. 2.3. Consider competition requirements and align competition opportunities within training program. 2.4. Incorporate cross-training opportunities where appropriate to meet program objectives. 2.5. Incorporate principles of recovery into training program design. 2.6. Identify and select equipment and resource requirements for each stage of the program. 2.7. Include evaluation methods to monitor training program. 2.8. Schedule and document training program according to organisational policies and procedures. |
3. Implement the training program. | 3.1. Explain and demonstrate safe performance of exercises and activities. 3.2. Explain and demonstrate safe use of equipment according to manufacturer instructions. 3.3. Use motivation techniques to enhance participant performance. |
4. Monitor and adjust the training program. | 4.1. Monitor and modify participant progress in consultation with support staff. 4.2. Identify errors, potential problems and areas for improvement in performance and communicate these to participant. 4.3. Monitor skill performance, physical performance and participant wellbeing throughout training program and adapt methods and instructional styles to maximise outcomes. 4.4. Adjust sessions and training program according to results of monitoring. 4.5. Provide feedback to participants to improve performance. 4.6. Evaluate training program according to methods outlined in plan and in consultation with participant and support staff. 4.7. Identify symptoms of negative adaptation and refer participants with symptoms of negative adaptation to relevant support staff. |
5. Manage competitive and performance events during the program. | 5.1. Address relevant competitive and performance strategies, tactics and support needs. 5.2. Continually monitor participant condition throughout competition events to determine factors that affect performance. 5.3. Implement changes according to results of monitoring. |