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 may include:
children
adolescents
adults.
Needs and characteristics may include:
age
cultural and situational factors
previous experience
fitness level and physical capabilities
injuries and illnesses.
Readiness may include:
appropriate level of fitness
motor performance factors.
Lesson's aims and objectives may include:
fitness targets
building on existing skills.
Plan may include:
lesson's aims and objectives
date, time and duration
location or facility
coach and participant ratios
equipment and resources
drills, activities and games
safety requirements.
Relevant legislation may include:

occupational health and safety
permission from gymnastic clubs and or schools to use facility
privacy
working with children
duty of care.
Organisational policies and procedures may include:
occupational health and safety
conflict resolution
communication protocols
use and maintenance of equipment
training and scheduling commitments
assessment procedures
time and budget constraints
code of ethics.
Accepted best practice of gymnastics may include:
safety considerations of program content
guiding principles for nationally recognised programs
the Gymnastics Coaches Code of Conduct policy
Gymnastics Australia
sport program management and technical regulations.
Safety procedures may include:
group management in emergency situations
symptoms, treatment and prevention of common gymnastics injuries
warming up, stretching and cooling down.
Drills, activities and games may include:
a sequential progression of skills
breaking down skills
warm ups and cool downs
circuits
partner work
activity cards.
Gymnastics facility may include:
gymnasium
Kindergym
sports centre.
Equipment may include:
individual scatter mats
benches or low boxes
ropes
ribbons
balls
beanbags
wedges
vaulting boxes
box horses
mini-tramps and beatboards
parallel, single low or high bars.
Resources may include:
teaching and coaching tools
first aid equipment and facilities.
Relevant information may include:
skill or skills focus
equipment and resource requirements
safety procedures and risk management
communication systems
responsible and safe behaviour.
Risks may include:
injuries
exhaustion
dehydration
collision
inappropriate behaviour.
Teaching and coaching techniques may include:
demonstration
explanation
focusing on a single skill
breaking down skills into components
monitoring and observing progress
assessment and evaluation.
Fundamental skills of gymnastics may include:
statics
front and rear supports
hangs
balances
landings
spring
rotations
locomotion
swing
hand apparatus.
Physical fitness may include:
strength
flexibility
endurance
speed
power.
Participant's performance may include:
use of appropriate communication systems
performance and accuracy of fundamental gymnastics skills
attitude and behaviour.
Relevant aspects may include:
effectiveness of the teaching and coaching lesson
suitability of teaching and coaching methods
feedback provided to and 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 gymnastics lessons to ensure activities are conducted safely, according to participant's needs and characteristics
uses and modifies teaching and coaching techniques, drills, activities and games to cater for a range of individual learning styles
provides constructive feedback and intervention to improve and develop the fundamental gymnastic skills
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 drills, activities and games 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:
resources and information regarding participants and facility to plan, coach and document gymnastics lesson or lessons
a suitable facility to conduct gymnastics lesson or lessons
a group of participants to take part in gymnastics lesson or lessons
gymnastics equipment such as mats, vaulting boxes, horses and bars
current relevant legislation, organisational policies and procedures and best practice principles that impact on the conduct of gymnastics 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:
observation of planning processes, such as consulting with participants to determine their needs and characteristics
oral or written questioning to assess knowledge of relevant legislation, organisational policies and procedures, and accepted best practice of gymnastics to enable safe conduct of all drills, activities and games during the lesson or lessons
observation of safe gymnastics coaching, monitoring and adjusting according to participant's needs, characteristics and responses
portfolio of lesson 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.