Unit of competency details

SISFFIT313A - Plan and deliver exercise to apparently healthy children and adolescents (Release 2)

Summary

Releases:
ReleaseStatusRelease date
2 (this release)Current 28/Nov/2011
(View details for release 1) Replaced07/Jun/2011

Usage recommendation:
Superseded
Mapping:
MappingNotesDate
Is superseded by SISFFIT013 - Instruct exercise to young people aged 13 to 17 yearsNot Equivalent. Updated to meet Standards for Training Packages. 02/Sep/2015
Supersedes SRFCHA001A - Plan and deliver exercise for children and young adolescentsN Based on SRFCHA001A but not equivalent. SISSFIT313A incorporates outcomes of: SRFFIT005B Apply basic exercise science to exercise instruction SRFFIT015A Provide nutrition advice to clients in accord with recommended guidelines SRFSPP002A Develop and apply an awareness of specific populations to exercise delivery 06/Jun/2011

Training packages that include this unit

Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 092103 Sports Coaching, Officiating And Instruction  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 092103 Sports Coaching, Officiating And Instruction  18/Nov/2011 
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Modification History

Not Applicable

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to plan and deliver exercise for children and young adolescents. It involves planning, demonstration, instruction, review and modification of activities and instructional techniques to meet participant needs.

Application of the Unit

This unit applies to exercise instructors who work in facilities that provide a range of exercise programs to general populations, including children and young adolescents who present with no major health conditions.

This unit is applicable to those working in fitness venues, gyms or other exercise environments.

Licensing/Regulatory Information

No licensing, regulatory or certification requirements apply to this unit at the time of endorsement.

Pre-Requisites

Nil

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content

Elements and Performance Criteria

ELEMENT 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Plan the exercise.

1.1. Apply appropriate pre -exercise screening  procedures for children and or young adolescents prior to participation in an exercise program  according to organisational policies and procedures  and legislation and regulatory requirements .

1.2. Identify the characteristics of the participants  and their needs and expectations .

1.3. Consult with parent, guardian or caregiver where appropriate to clarify any risk factors identified in pre-exercise assessment.

1.4. Recognise the sign and symptoms of major types of injuries  that are commonly associated with different stages of development.

1.5. Recommend advice be sought from a medical or allied health professional  based on any health, nutritional or dietary disorder, or medical or injury concerns according to organisational policies and procedures.

1.6. Provide advice on alternative options for participants who are unsuitable for the planned exercise according to organisational policies and procedures, selecting options according to the special needs of children .

1.7. Select exercises from an appropriate exercise repertoire  according to the stages of growth and development , age variation  and injury risks  of the participants.

1.8. Select and modify appropriate equipment  according to needs of participants and organisational policies and procedures.

1.9. Determine the instructional techniques  appropriate to the participants and select and apply appropriate baseline assessments  that inform the benefits of exercise.

2. Instruct the exercise session.

2.1. Communicate the benefits of exercise for children and adolescents to participants.

2.2. Communicate the general features of healthy eating  for children and young adolescents and provide basic dietary recommendations to improve overall health and support exercise goals.

2.3. Explain and demonstrate the exercises to participants and provide opportunities for questioning and clarification.

2.4. Demonstrate and instruct correct use of equipment according to organisational policies and procedures and manufacturer's instructions.

2.5. Monitor exercise intensity, technique and safety of participants during session and modify as required according to participant responses.

2.6. Apply appropriate motivational techniques  to encourage participants and make any required modifications to activities.

2.7. Facilitate activities to maximise individual participation.

2.8. Show sensitivity to cultural and social differences .

3. Evaluate the exercise session.

3.1. Evaluate the exercise session according to participant and or caregiver feedback and personal reflection.

3.2. Provide feedback to the client group on their progress and any changes recommended.

3.3. Determine modifications  to the exercise plan  where relevant to meet needs identified through evaluation.

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills 

  • communication skills to provide clear instruction and constructive feedback to children, young adults, parents, guardians or caregivers and medical and allied health professionals regarding the pre-exercise screening and alternative options
  • plan and instruct activities and exercises that reflect appropriate developmental stages of adolescents
  • problem-solving skills to:
  • identify exercises targeted at specific fitness components and make modifications where required
  • recognise conditions outside own scope of practice and make appropriate recommendations
  • planning and organising skills to plan and instruct the exercise session including accessing required equipment and appropriate modifications
  • interpersonal skills to interact effectively with children and adolescents, parents, guardians or caregivers
  • numeracy skills to manage the time of sessions and facility schedules.

Required knowledge 

  • recommended healthy eating options and dietary guidelines for children and young adults to enable the provision of accurate information to participants
  • limitations of a fitness instructor in providing healthy eating information
  • the medical and allied health sector to enable appropriate recommendations be made to parents, guardians or caregivers
  • principles of paediatric and exercise science to enable the selection of exercises appropriate exercises to participant characteristics and needs
  • stages of physical, social and emotional growth and development in children and young adults to enable effective planning of programs and selection of appropriate exercises.
  • principles of exercise program design to enable development of a program for a specific age group
  • legislation and regulatory requirements and organisational policies and procedures to enable safe and appropriate conduct of exercise for children and young adolescents.

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 

Evidence of the following is essential:

  • screens children and young adolescents prior to commencement of exercise sessions and communicates results to relevant caregivers and recommends referral to appropriate medical or allied health professionals where necessary
  • develops a variety of sessions for exercise that are fun, interactive and safe for a range of client groups of children and young adolescents
  • provides accurate and current information about healthy eating and healthy eating options in accordance with recommended guidelines
  • evaluates exercise sessions and modifies exercise plans according to feedback received from participants and own evaluation.

Context of and specific resources for assessment 

Assessment must ensure instruction of multiple exercise sessions that are of sufficient duration and breadth to allow the demonstration of competency and consistency of performance.

Assessment must also ensure access to:

  • a facility where a variety of exercise modes and equipment are available, such as a weights gym, exercise room and open air
  • relevant resources, for example, weight to height ratios, healthy eating information for a range of ages
  • appropriate documentation normally used in the workplace such as fitness charts and assessment questionnaires
  • a range of individuals and participant groups composed of children and young adolescents.

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 instructing and monitoring exercise sessions for children and young adolescents
  • oral or written questioning to assess knowledge of stages of development and growth in children and young adolescents and how these relate to effective exercise planning
  • a portfolio of plans for exercise programs for different age groups
  • third-party reports from a supervisor detailing work performance.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

  • SISFFIT309A Plan and deliver group exercise sessions.

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. 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.

Pre -exercise screening  must include:

  • medical history
  • functional limitations
  • medication
  • lifestyle evaluation
  • fitness goals
  • exercise history
  • questionnaire
  • caregiver
  • parent
  • legal guardian consent
  • interview.

Exercise programs  may include:

  • fundamental motor skills
  • cardiovascular exercise for age variations
  • resistance training
  • flexibility.

Organisational policies and procedures  may include:

  • Occupational Health and Safety
  • confidentiality of client information
  • client screening procedures
  • client referral procedures
  • ethical considerations in assessing children
  • use and maintenance of equipment.

Legislation and regulatory requirements  may include:

  • Occupational Health and Safety
  • duty of care
  • privacy
  • anti-discrimination
  • copyright
  • licensing
  • child protection
  • trade practices
  • consumer protection
  • environmental
  • business registration and licences.

Participants  may include:

  • children:
  • aged between 3 - 5 years
  • aged between 5 - 9 years
  • young adolescents:
  • aged between 9 - 16 years.

Needs and expectations  may include:

  • recreational
  • social
  • improved fitness levels and motor skills.

Major types of injuries  may include

  • sprains
  • osteochondroses
  • severs
  • patellofemoral pain syndrome
  • legg-calve-perthes
  • shoulder instability
  • joint hypermobility.

Medical or allied health professional  may include:

  • general practitioners
  • medical specialists
  • paediatricians
  • accredited exercise physiologist
  • physiotherapist
  • occupational therapist
  • accredited practising dietician
  • osteopath
  • chiropractor
  • diabetes educator
  • podiatrist.

Special needs of children  may include:

  • diabetes
  • overweight and obese
  • hypermobility
  • asthma and other respiratory problems
  • ADD
  • ADHD
  • children and adolescents on medications.

Exercise repertoire  may include:

  • contraindications and modifications
  • variations to provide differing intensities
  • level of participant skill required
  • potential for combinations
  • exercise selection.

Stages of growth and development  must include:

  • changes in child growth and development
  • effect of exercise on growth and development
  • social development
  • physiological characteristics of the exercising child though developmental stages.

Age variation  may include:

  • session structures for different ages
  • coordination and motor development
  • communication and instructional skill difficulties
  • behavioural change and social needs
  • exercise requirements for different stages of development.

Injury risks  may include:

  • inadequate skill and physical preparation
  • overtraining
  • biomechanics and exercise technique
  • physical and mental preparation
  • fatigue and recovery.

Equipment  may include:

  • small, interactive and circuit-based equipment
  • sporting
  • age specific strength training equipment
  • cycle and ergomoters
  • rowing machine
  • treadmill.

Instructional skills  may include:

  • transitions between exercises or games
  • session structure variations
  • communication skills
  • verbal and visual instructions relevant to age group
  • technique correction.

Baseline assessment  may include:

  • functional motor skills
  • cardiovascular
  • strength
  • agility
  • flexibility.

Healthy eating  may include:

  • energy balance
  • dietary guidelines for children and young adolescents
  • fuel for exercise
  • fuel for minimising post-exercise fatigue and maximising recovery
  • hydration levels
  • specialised dietary interventions requiring referrals.

Cultural and social differences  may include:

  • modes of greeting, farewelling and conversation
  • body language, including use of body gestures
  • formality of language
  • clothing.

Motivational techniques  may include:

  • goal setting
  • positive feedback
  • foundation of play in exercise prescription.

Modifications  may include:

  • accommodating the physical changes and health conditions associated with developmental age
  • accommodating the social and psychological changes that occur with children.

Exercise plan  may include:

  • identification of client needs and goals
  • an outline of the session components
  • order and sequence of exercises
  • duration, intensity, volume
  • equipment
  • progression within an exercise program
  • appropriate music selection.

Unit Sector(s)

Fitness

Competency Field

Fitness

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