Elements and Performance Criteria

The Range Statements provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. The Range Statements relate to the unit as a whole and helps facilitate holistic assessment. In addition, the following variables may be present for this particular unit of competency:

Access
accessibility includes factors such as
stairs
ramps
lift
vicinity to public transport
parking

Approving authority
government department, eg, education, health
peak body, eg, Fitness Australia

Checklist
if music is to be used, music appropriate to the client and activity is prepared
music system and microphone are checked, and appropriate levels are set and tested
routines are rehearsed and flowing
instructor is ready and accessible well before program start time
facility is clean and safe
any equipment needed is laid out and put away in a safe manner
any equipment is checked before use

Equipment
used by clients includes
balls, rings, sticks
dumbbells/barbells
noodles
bands
stability balls/discs
mats
chairs
benches
heart rate monitors
towels
used by instructors includes
tape deck and microphone
clothing

Health and safety
first aid considerations
other facility/venue users
occupational health and safety legislation
maintenance and safety procedures

Instructional Technique
instructional approaches adopted by the instructor to convey instructional content to the client using techniques including
teaching position
relation to clients
relation to the environment, such as sound system, lighting, ventilation
class organisation
class formation
mirror imaging
the instructor should incorporate a range of the following methods and approaches within the facility/venue
verbal communication
encouragement
voice clarity
pitch
non verbal communication
body language
mannerisms
personality
demonstration strategies
motivational strategies
monitoring, feedback, and refinement strategies
avoidance of competing against or within the class

Location
central to client base
venues such as
community hall
council facility
fitness centre

Monitor
monitoring methods includes
talk test
heart rate
breathing frequency
Rate of Perceived Exertion

Phases
preparation
conditioning
recovery
adaptation

Records
written
electronic
oral recording

Resources
include factors such as
well ventilated room
mirrors
chairs
showers/toilets
car park
lighting

The Evidence Guide identifies the critical aspects, knowledge and skills to be demonstrated to confirm competence for this unit. This is an integral part of the assessment of competence and should be read in conjunction with the Range Statements.
Critical aspects of evidence to be considered
Assessment must confirm integrated demonstration of all elements of competency and their performance criteria. In particular the ability to
deliver a community fitness program designed to promote wellbeing appropriate to the client group

Interdependent assessment of units
This unit must be assessed after attainment of competency in the following unit(s)
Nil
This unit must be assessed in conjunction with the following unit(s)
Nil
For the purpose of integrated assessment, this unit may be assessed in conjunction with the following unit(s)
Nil

Required knowledge and skills
Required knowledge
Basic exercise science related to the program outcome of wellbeing
Required skills
Experience in instructing community fitness programs in a range of environments
Skills in using a range of common fitness equipment
Feedback and questioning, record keeping skills

Resource implications
Physical resources - assessment of this competency require access to
a real or simulated work environment
appropriate documentation and resources normally used in the workplace
Human resources - assessment of this unit of competency will require human resources consistent with those outlined in the Assessment Guidelines. That is, assessors (or persons within the assessment team) should
be competent in this unit
be current in their knowledge and understanding of the industry through provision of evidence of professional activity in the relevant area
have attained the National Competency Standards for Assessment: BSZ401A, BSZ402A and BSZ403A

Consistency in performance
Due to issues such as demonstrating safety requirements and delivery of appropriate techniques, this unit of competency must be assessed over a minimum of three (3) different occasions to ensure consistency of performance over the Range Statements and contexts applicable to the work environment.

Context for assessment
This unit of competency must be assessed in the context of fitness in Australia. For valid and reliable assessment the fitness activity should closely replicate the work environment. The environment should be safe, with the hazards, circumstances and equipment likely to be encountered in a real workplace
This unit of competency should be assessed through the observation of processes and procedures, oral and/or written questioning on required knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a "period of time" and/or in a "number of locations", any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

The three levels of performance (1, 2 and 3) denote the level of competency required to perform the task:

1. Use routine approaches

2. Select from routine approaches

3. Establish new approaches

Please refer to the Assessment Guidelines for advice on how to use the Key Competencies.
Communicating ideas and information
Instructing participants (2)

Collecting analysing and organising information
Interpreting program guidelines (2)

Planning and organising activities
Creating a preparatory program checklist (2)

Working with others and in teams
Instructing participants (2)

Using mathematical ideas and techniques
Timing and sequencing of program (1)

Solving problems
Identifying incorrect techniques and implementing corrective strategies in accordance with program guidelines (2)

Using technology
To prepare for activity delivery and program coordination (2)