Elements and Performance Criteria

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.
Participant's needs and characteristics may include:
age
cultural factors
previous experience
fitness level and physical capabilities
swimming skills
injuries and illnesses.
Readiness may include:
fitness levels
motor performance factors
compatibility between participants and team members
level of arousal which will enhance performance
psychologically prepared.
Course design may include:
gate techniques
balance requirements to create specific moves to challenge paddling patterns
water features
bridging moves.
Session's aims and objectives may include:
progressive skill acquisition
self improvement
fitness targets
motivation
individual and team tactics and skills.
Race plan may include:
equipment and resources
weather details
safety requirements
risk management plan.
Physical conditioning may include:
five components of fitness
development of physical abilities
techniques to prevent shoulder injury.
Relevant legislation may include:
occupational health and safety
permits from authorities
privacy
working with children
environmental regulations.
Organisational policies and procedures may include:
occupational health and safety
conflict resolution
communication protocols
use, care and maintenance of equipment
training and scheduling commitments
code of ethics.
Endorsed standards promoted by canoeing may include:
Australian Canoeing coaches code of conduct policy
accreditation of coaches throughout National Coaching Accreditation Scheme
Australian Sports Commission Harassment-free Sport policy.
Psychological needs may include:
visualisation
relaxation
focusing
goal setting
motivation
process oriented versus outcome oriented
analysing strengths and weaknesses.
Safety and risk management procedures may include:
group management in emergency situations
symptoms, treatment and prevention of common slalom canoeing injuries and risks
equipment checking and usage
recognition of potential hazards on the river
water management, such as site selection and gate position
rescue and recovery.
Drills, activities may include:
those described in Level 2 Slalom Canoeing Manual
sequential progression of skills
individualised drills
strength training
psychological preparation
paddling drills.
Games may include:
modified games and competitions
practice races
practice competitions.
Location may include:
whitewater rivers with suitable gates and water features
indoor facilities.
Equipment may include:
canoe or kayak suitable for slalom canoeing
paddle
spray cover
personal flotation device (PFD)
helmet.
Resources may include:
teaching and coaching tools
stopwatch
sports science testing equipment
first aid kit.
Set up and trim may include:
construction and characteristics of type of paddlers and boats
equipment selection and set up according relevant to paddler and conditions
rig and steering mechanism
equipment transport.
Relevant information may include:
race plan
skill or skills focus
equipment and resource requirements, selection and use
safety procedures
psychological preparation
rules and regulations of slalom canoeing
responsible and safe behaviour.
Risks may include:

unstable canoe or kayak
collision or hitting objects
becoming caught or trapped in whitewater features
capsize
exhaustion
dehydration.
Rules, regulations and policies may include:
international rules of competition, organisation or formats
Australian Canoeing rules of competition and formats
Australian Canoeing Slalom and Wild Water policy handbook
modified rules
Australian Canoeing Code of Ethics
Australian Canoeing anti-doping policy
Australian Sports Commission Harassment-free sport policy
age restrictions.
Communication system may include:
calls
signals.
Teaching and coaching techniques may include:
demonstration
explanation
focusing on a single skill or tactic
breaking down skills and tactics into components
progressing through and linking skills and tactics
shaping and modelling approaches
reciprocal or peer tutoring
questioning, monitoring and observing progress
assessment and evaluation.
Required knowledge may include:
rules, regulations and policies of slalom canoeing
slalom canoeing skills and tactics
basic biomechanical principles
factors affecting skill acquisition
equipment selection, use and maintenance.
Advanced skills and tactics of slalom canoeing may include:
advanced edge control, leaning upstream
pivots
nose and tail weighting
feathering the bow draw
combination strokes to move
rolling techniques
whitewater technique:
river reading
breaking in and out, turning on stoppers, waves
pivot turn, paddling downstream through eddies
boat edging and body weight transfer
wide, tight exit and approaches
ferry approach
carve approach
merano
variations, such as current, boils, stoppers, waves and troughs
offset gates
reverse gates
boofing
rescue techniques.
Participant's performance may include:
performance and accuracy of skills and tactics
attitude and behaviour
ability to link and perform skills and tactics.
Skill analysis and correction may include:
effectiveness, time and consistency
posture
trunk rotation
hand position
leg drive
stroke rating
smoothness and consistency.
Over training symptoms may include:
tired or sore muscles
fatigue
stress.
Recovery plan may include:
work-to-rest ratio
psychological regulation
physical therapies.
Relevant aspects may include:
effectiveness of the teaching and coaching session
suitability of teaching and coaching methods
feedback provided to or by participants
initial and final assessment of participant's abilities.

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 following is essential:
plans and delivers information, explanations and demonstrations for slalom canoeing sessions to ensure activities are conducted safely, according to participant's needs
observes and monitors the progress of participants and provides constructive feedback and intervention to improve and develop the skills and tactics of slalom canoeing to an advanced level
uses and modifies teaching and coaching techniques and drills, activities and games to cater for a range of individual learning styles
evaluates and reflects on own coaching performance to identify strengths, weaknesses and areas that need improvement.
Context of and specific resources for assessment
Assessment must ensure conduct of safe sessions that reflect the needs and characteristics of a range of participants and are of sufficient duration and breadth to demonstrate competency and consistency of performance.
Assessment must also ensure access to:
whitewater rivers and indoor training facilities
a group of slalom canoeists to participate in advanced sessions
equipment such as slalom canoes or kayaks, paddles, grip, spray covers, personal flotation devices (PFDs) and helmets
rules, regulations and policies, legislation, and organisational policies and procedures that impact on the conduct of drills, activities and games.
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:
oral or written questioning to assess knowledge of relevant legislation, organisational policies and procedures, and rules, regulations and policies of slalom canoeing to enable safe conduct of all drills, activities and games during the session or sessions
observation of safe coaching of advanced slalom canoeing skills and tactics, and monitoring and adjusting instructional techniques according to participant's needs, characteristics and responses
portfolio of session plans and self evaluations
third-party reports from a supervisor detailing performance.
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.