Unit of competency details

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 for a snowboarding activity.

1.1. Identify and plan food and water requirements  according to principles of nutrition  and the conditions  of the activity.

1.2. Identify an appropriate activity site or location after consideration of contextual issues .

1.3. Identify possible hazards  associated with the activity.

1.4. Access relevant sources  to interpret weather and environmental information .

1.5. Comply with relevant legislation  and organisational policies and procedures  as specified by the supervisor.

2. Select appropriate equipment.

2.1. Select suitable equipment  after consideration of design and or construction features and contextual issues and check working order.

2.2. Adjust and fit equipment according to manufacturer's specification to ensure comfort and safety .

2.3. Select personal clothing for activity according to the design and or construction features appropriate to the conditions.

3. Demonstrate snowboarding skills.

3.1. Participate in pre-snowboarding warm ups and stretching exercises.

3.2. Demonstrate straight running with an upright centred stance while looking at terrain ahead.

3.3. Apply side-slipping with flexion extension and pressure control in the lateral and longitudinal plane on both toe and heel side.

3.4. Maintain a sliding traverse with centred pressure over the board.

3.5. Link a basic turn through the fall-line, showing a blend of the fundamental movements .

3.6. Control speed by turning the board across the fall line using a blend of the movements.

3.7. Approach hazards in a safe manner and minimise risks  to self and group where possible.

4. Evaluate snowboarding activity.

4.1. Evaluate relevant aspects  of the activity.

4.2. Identify improvements for future snowboarding experiences.

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

Required skills 

• literacy and numeracy skills to analyse and interpret weather and environmental information
• planning and organising skills to allocate and select relevant food, water, clothing and equipment for snowboarding
• communication skills to interact with group leader and other participants to maintain a positive and safe environment while snowboarding
• problem-solving skills to determine appropriate techniques
• snowboarding skills and movements such as balancing, control, steering and edging, to manoeuvre the board effectively
• first aid and emergency response skills appropriate to the location to enable initial response to emergencies and personal health care.

Required knowledge 

• relevant legislation and organisational policies and procedures to enable safe conduct and legal access
• minimal impact codes to ensure protection of environment
• equipment types, characteristics and technology used for snowboarding, the advantages and disadvantages of the range of equipment provided by supervisor, and factors affecting appropriate selection of equipment
• clothing requirements for snowboarding and factors affecting appropriate clothing selection
• basic snowboarding techniques and when and how to use them
• principles of nutrition to maintain health and energy during activity
• weather and environmental information to interpret forecast conditions and their affect on the activity
• emergency procedures and potential hazards relevant to the location to ensure risk minimisation to self and group.

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:

• applies relevant process to plan equipment and supply requirements appropriate to the conditions and duration of the snowboarding activity
• follows written and verbal instructions from leader to accurately apply knowledge and demonstrate snowboarding techniques and manoeuvres
• practices a range of appropriate snowboarding skills, such as linking basic turns through the fall line, while maintaining balance and control
• seeks advice and feedback from leader and evaluates and reflects on own snowboarding performance to identify strengths, weaknesses and areas that need improvement.

Context of and specific resources for assessment 

Assessment must ensure participation in multiple snowboarding activities on beginner terrain to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

• resources and information, such as principles of nutrition and weather sources, to accurately plan and prepare for the snowboarding activity
• a suitable snowsport location with beginner terrain, such as green runs, for basic snowboarding skills to be demonstrated
• a qualified leader or supervisor
• equipment such as a snowboard, bindings, boots, suitable clothing, goggles, wrist guards and food and water.

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:

• oral or written questioning to assess knowledge of snowboarding manoeuvres and techniques
• observation of safe participation and demonstration of snowboarding skills, such as maintaining speed control
• third-party reports from a supervisor detailing performance.

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

• SISONAV201A Navigate in tracked or easy untracked areas.

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.

Food and water requirements  may include:

• range of foods:

• perishability
• packaging
• storage.

Principles of nutrition  may include:

• food groups
• dietary guidelines
• individual food requirements and allergies.

Conditions  may include:

• snow:

• surface snow conditions

• terrain:

• steepness of slope
• run out

• weather:

• visibility
• wind.

Contextual issues  may include:

• weather conditions, including times
• season
• transport
• location
• trip distance and duration
• group objectives
• group size.

Hazards  may include:

• temperature extremes
• slippery or unstable terrain
• dangerous animals and insects
• stinging trees and nettles
• dense vegetation
• group management hazards.

Relevant sources  may include:

• Bureau of Meteorology
• media
• land managers or agencies
• coastal patrol or coastguard
• volunteer marine rescue
• local knowledge.

Weather and environmental information  may include:

• satellite images
• daily and weekly forecasts
• maximum and minimum temperatures
• weather warnings
• event warnings
• river heights
• synoptic charts
• high and low tides.

Relevant legislation  may include:

• occupational health and safety
• permits or permission for access
• environmental regulations.

Organisational policies and procedures  may include:

• operating procedures and company or enterprise policies
• occupational health and safety
• use and maintenance of equipment
• communication protocols
• emergency procedures
• code of ethics
• alpine responsibility code.

Equipment  may include:

• beanie
• board
• boots
• bindings
• wrist guards
• gloves.

Comfort and safety  may include:

• length of snowboard
• boot type.

Movements  may include:

• pressure control
• steering
• edging.

Risks  may include:

• hypothermia
• heat exhaustion
• injuries
• exhaustion
• lost party or party member
• equipment failure.

Relevant aspects  may include:

• objectives
• planning process
• activity site
• weather
• equipment selection
• clothing selection
• food selection
• instructional content
• instructional technique
• directing techniques
• rescue techniques employed.