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:

Consultative network
network includes

allied health professionals

Exercise Physiologist

Dieticians

medical specialists and general practitioners

paediatricians

counsellors

other trainer fitness instructors

Different pathologies

musculoskeletal issues

Osgood-Schlatter's/patello-femoral disease

Sever's disease

Scoliosis/kyphosis

Shoulder instability

Scheuermann's disease

Elbow/wrist injuries

Perthe's disease

sensory impairment

Visual impairment

Hearing impairment

intellectual/learning disabilities

ADD/ADHD

Down's syndrome

Autism

physical disabilities

Obesity

Asthma

Cerebral palsy

Muscular dystrophy

Spina bifida

Establish client needs

consultation with

parents/guardians/children

allied health professionals

medical practitioners

special considerations for children with special needs

consideration of adaptations of children with special needs

methods of instruction

time delivery to achieve outcomes

changes to environment/spaces

adaptation of equipment

modification to rules

constructing baseline assessment instruments for moderate risk children

cardiovascular assessment techniques: one-on-one and group assessment

flexibility assessment techniques: one-on-one and group assessment

fundamental motor skills assessment: one-on-one and group assessment

strength assessment techniques: one-on-one group assessment

safety considerations when conducting assessments

training area safety

safety when training children and young adolescents outdoors

duty of care

equipment and instruments commonly used for assessment

using assessment results and goal setting to prescribe programs

reporting results

preparation and report writing

Exercise program

exercise selection

appropriate for needs of children and adolescents

accommodates limitations of children and adolescents

purpose of the exercise explained to children and adolescents

required modifications

explained to clients (including age variations)

correct technique incorporated when instructing sequence of exercises

methods of instruction

time

environment/space

equipment

rules

general training principles

exercise intensity and duration

safe and appropriate use of equipment

program progression

music (if used)

appropriate selection

copyright issues

motivating

age variation

class structures for different ages

coordination and motor development

communication and instructional skill difficulties

behavioural change and social needs

exercise requirements for different ages

major factors associated with injury risk in moderate children and adolescents

biomechanics/exercise technique

physical/mental preparation

fatigue/recovery

intrinsic factors of activities

benefits of warm-up and cool-down for children

moderate child and young adolescent at risk of injury

poor biomechanics

inadequate skill

inadequate physical preparation

overtraining

unrealistic expectations from parents

fatigue/overuse

cardiovascular exercise for age variation and different pathologies

fundamental motor skill development for age and medical condition

flexibility for different pathologies

resistance exercise (including aqua-based exercise)

Instructional skills
class structures

written class formats

sequence of exercises

importance of transitions between exercises or games

use of equipment

class structure variations

safety perimeters within the class structures

general training principles and progression
psychological benefits

changing the negative perception to exercise in both children and their parents

exercise options available to families within the community

improving self-esteem and confidence through exercise
enhancing recreational activities, and social network
performance

group activities

fun through movement

creating atmosphere

the art of performance

use of themes

presenting and utilising instructor personality

appearance
communication skills

group tasks

class control

class organisation

verbal and visual instructions

kids communication

safety and education

body language

technique correction

vocal and word quality

motivation techniques

strategies for communicating with clients that have special behavioural conditions

professional techniques when dealing with parents, teachers, clients and centre managers, etc

Lesson plans

how client needs and goals will be identified

how clients will be screened and assessed based on different pathologies

an outline of the lesson components

exercise selection

describe the purpose of the exercise

order/sequence of physical activities

duration/intensity of exercise

safety considerations

organisation structures

instructional skills

equipment selection

suggested progression within the physical activity

special consideration to accommodate the different pathologies and age variations

selection of appropriate music

Organisation policies and procedures

ensuring occupational health and safety is addressed in accordance with legislative requirements and organisational policies and procedures

ensuring privacy laws are adhered to

ensuring all fitness professionals satisfy the legal requirements of working with children

ensuring that the facility/space satisfies the legal requirements of working with children

Pre-screening
developing pre-screen questionnaires for moderate risk children and young adolescents

constructing pre-exercise questionnaires

ethical standards involved in the assessment of children

developing a referral system to medical practitioners and allied health professionals

privacy issues associated with information gathered

Written evaluation
description of the client group
description lesson/class type
evaluation of exercise pre-screen
evaluation of lesson components
evaluation of exercise/physical activity program
an evaluation of the suitability of the exercises prescribed that accommodates different pathologies
critical comment on the instructional techniques of the fitness trainer, especially with regard to appropriate and effective communication with the client group
an evaluation of the description of any modifications made to exercises and/or equipment
an evaluation of the success of motivational techniques employed
appropriateness of music (where appropriate)
addressing client feedback
recommendations for possible areas of improvement

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
develop a consultative network consisting of other fitness trainers, allied health professionals and medical advisers
undertake appropriate screening assessment in accordance with organisational policies and procedures, excluding children from exercise participation where necessary and providing a referral
develop and document a plan for an exercise class for children or young adolescents
instruct an exercise class for children and young adolescents
review and evaluate exercise programs for children and young adolescents

Interdependent assessment of units
This unit must be assessed after attainment of competency in the following unit(s)
SRFAHN001A Make referrals and work collaboratively with allied health professionals where appropriate
SRFAHN002A Receive and respond to rehabilitation referrals from allied health professionals
SRFCHA001A Plan and deliver exercise for children and young adolescents
SRFFIT007B Undertake relevant exercise planning and programming
SRFFIT008B Utilise a broad knowledge of exercise science in exercise planning, programming and instruction
SRFFIT009B Undertake postural appraisal of low risk clients
SRFFIT010B Utilise a broad range of fitness equipment
SRFFIT011B Provide exercise for fitness industry clients with special requirements
SRFFIT012B Utilise an understanding of motivational psychology with fitness clients
SRFFIT013B Provide information and exercise related to nutrition and body composition
SRFFIT017A Provide nutrition information to clients with specific requirements in accordance with recommended guidelines
SRFFIT018A Apply anatomy and physiology to fitness programs for moderate risk clients
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
Recommended dietary guidelines
The fitness industry
The allied health sector
Basic principles of biomechanics and exercise science
Muscle groups and their actions
Contraindications and precautions for exercises
Recommended dietary guidelines for children and young adolescents
Exercise programming for low risk children and young adolescents
Required skills
Effective communication skills, both oral and written
Skill in conducting physical activity classes for low risk children and young adolescents
Group teaching
Fitness instructor skills
Ability to monitor and assess the group
Ability to monitor a group and assess an individual within the group who may be over-exerting

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 but preferably
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
To instruct class; explaining class objective to participants and directing participants through the class routine; communicating with medical practitioners and allied health professionals (2)

Collecting analysing and organising information
To develop a consultative network; pre-screening, monitoring and adjusting techniques during class delivery (3)

Planning and organising activities
To plan an exercise class for moderate risk children and young adolescents; establishing parameters for class delivery and ensuring an appropriate/safe area equipment are available (3)

Working with others and in teams
Leading participants through the class; liaise with medical practitioners and allied health professionals (3)

Using mathematical ideas and techniques
Determining appropriate class size (2)

Solving problems
To recognise expertise beyond the Trainer's knowledge and refer client; implementing corrective techniques for participants and determining appropriate sub-level of exercise/movement for participants with different pathologies/conditions (2)

Using technology
To develop and document baseline assessment reports, documenting class plans (1)