Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. 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.
Safe cycling techniques
Safe cycling techniques include:
bicycle safety principles and bicycle handling skills
cycling skill and confidence
control techniques in relation to riding on the road
road safety skills and traffic awareness
road use regulations and traffic rules
advanced bike handling and traffic skills
all-round observation, signalling and manoeuvring
identifying and responding appropriately to hazards
safe cycling manoeuvres on busy roads using complex intersections and road features
adapting to weather conditions
correct bike set-up, saddle and headset adjustments
Best practice principles of cycling proficiency
Best practice examples include:
AustCycle teacher training program
National Coaching Accreditation Scheme (NCAS) CycleSkill coach training program
the codes of behaviour for trainers developed by industry peak bodies, including Cycling Australia, the Amy Gillett Foundation (AGF) and the Bicycle Federation of Australia (BFA)
overseas programs, such as the National Standard for Cycle Training (UK), CAN-BIKE (Canada) and BikeEd (USA)
Client characteristics
Client characteristics may include:
age, ethnicity, gender and disability
physical fitness and body type
cycling experience and skills level
language, literacy and numeracy levels
learning styles
specific needs
Safe learning environment
Safe learning environment may include:
mechanically sound bicycle and helmet
personal protective equipment and clothing, if needed
non-traffic areas and quiet roads
gradual progression to busier roads
suitable maximum group size
Learning resources and materials
Learning resources and materials may include:
CDs and audiotapes
commercially available materials
learning resources produced in languages other than English
organisational learning resources
record/log books
references and texts
videos
handouts for learners
prepared activity sheets
prepared presentations and overheads
Instructional methods
Instructional methods may include:
warm up and introductory activities
practice and repetition of skills
demonstration of skills
break down of complex skills into component parts
identification and correction of faults
constructive feedback
questioning
demonstrate, explain, demonstrate, instruct, critique, test (D.E.D.I.C.T.)
explain, demonstrate, instruct, critique, test (E.D.I.C.T.)
introduce, demonstrate, explain, apply (I.D.E.A.)
Information/documents
Information/documents may include:
verbal or written and graphical instructions, signage, work schedules/plans/specifications, work bulletins, memos, material safety data sheets (MSDS), diagrams or sketches
safe work procedures related to cycling proficiency training
regulatory/legislative requirements pertaining to road and bicycle safety
engineer's design specifications and instructions
organisation work specifications and requirements
instructions issued by authorised enterprise or external persons
Australian standards
WHS requirements
WHS requirements are to be in accordance with applicable commonwealth, state or territory legislation and regulations, and organisational safety policies and procedures, and may include:
personal protective equipment and clothing
safety equipment
first aid equipment
hazard and risk control
elimination of hazardous materials and substances
manual handling, including shifting, lifting and carrying
emergency procedures
Legislative requirements
Legislative requirements are to be in accordance with applicable commonwealth, state or territory legislation, regulations, certification requirements and codes of practice, and may include:
award and enterprise agreements
industrial relations
road traffic rules
Australian standards
Australian Design Rules
road rules
confidentiality and privacy
WHS
the environment
equal opportunity
anti-discrimination
relevant industry codes of practice
duty of care
Organisational policies and procedures
Organisational policies and procedures may include:
quality policies and procedures, including Australian standards
WHS, sustainability, environment, equal opportunity and anti-discrimination
manufacturer specifications and industry codes of practice
safe work procedures
reporting and recording procedures
Quality requirements
Quality requirements may include:
regulations, including Australian standards
internal organisational quality policies and procedures
enterprise operations and procedures

EVIDENCE GUIDE
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
Assessors must be satisfied that the candidate can competently and consistently:
observe safety procedures and requirements, including evaluating whether conditions are suitable to commence the session
determine the range and type of activities, drills and games required to develop cycling proficiency skills appropriate to the client/group
conduct activities, drills and games to develop cycling proficiency skills in accordance with accepted industry best practice
instruct cycling proficiency skills over a minimum of three (3) occasions to different clients
observe clients and recognise when and how intervention should take place to improve performance
analyse client's skills and provide constructive feedback
modify instructional methods and activities in response to observations and feedback
review own performance and evaluate program outcomes.
Context of, and specific resources for assessment
The application of competency is to be assessed in the workplace or a simulated environment that reflects as far as possible the actual working environment.
Assessment is to occur using standard and authorised work practices, safety requirements and environmental constraints.
Assessment is to comply with relevant regulatory requirements, including specified Australian standards.
Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability.
The following resources should be made available:
mechanically sound bicycle and helmet for each client
personal protective equipment, if needed
non-traffic areas and quiet roads
learning resources and materials.
Method of assessment
Assessment must satisfy the endorsed Assessment Guidelines of this Training Package.
Assessment methods must confirm consistency and accuracy of performance (over time and in a range of workplace relevant contexts) together with application of Required Skills and Knowledge.
Assessment methods must be by direct observation of tasks and include questioning on Required Skills and Knowledge to ensure its correct interpretation and application.
Assessment may be applied under project-related conditions (real or simulated) and require evidence of process.
Assessment must confirm a reasonable inference that competency is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances.
Competence in this unit may be assessed in conjunction with other functional units which together form part of the holistic work role.
Guidance information for assessment
Assessment processes and techniques must be culturally sensitive and appropriate to the language and literacy capacity of the candidate and the work being performed.