Modification History
Version |
Comments |
CUAOHS602A |
This version first released with CUA11 Live Performance Training Package version 1.0 |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to develop an understanding of behavioural principles to help cope with performance anxiety and other aspects of working in a competitive environment.
Application of the Unit
Performers, such as actors, dancers, musicians and vocalists, apply the skills and knowledge outlined in this unit.
In a highly competitive market place, performers have to apply a range of psychological techniques to perform with the skill and artistry needed to further their careers.
Developing strategies to deal with performance issues is a largely self-directed activity, but may involve some mentored guidance.
Licensing/Regulatory Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Pre-Requisites
Not applicable.
Employability Skills Information
This unit contains employability skills.
Elements and Performance Criteria Pre-Content
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. |
Elements and Performance Criteria
1. Refine understanding of behavioural principles |
1.1. In discussion with relevant personnel confirm understanding of the key developmental stages in perception, cognition and understanding of self and how these relate to performers 1.2. Clarify the difference between psychology and psychiatry and discuss the circumstances in which performers may need to consult with professionals from these disciplines 1.3. Clarify the basic influences on social, individual and group behaviour with particular reference to competitive environments |
2. Develop strategies to overcome performance anxiety |
2.1. Develop a clear understanding of the causes and effects of performance anxiety 2.2. Discuss with relevant personnel the positive and negative effects of physiological arousal on performance 2.3. In consultation with relevant personnel develop strategies to cope with performance anxiety and achieve optimal arousal 2.4. Use rehearsal and performance opportunities to test and evaluate strategies 2.5. Reflect on own experience of, and responses to, a range of coping mechanisms and adjust strategies accordingly |
3. Develop strategies to cope with injuries |
3.1. Develop a clear understanding of the psychological effect of injuries on performers 3.2. Recognise the signs of problematic adjustment to injury in self and in other performers 3.3. Apply techniques to minimise the risk of injuries 3.4. Ensure that strategies to deal with injuries take account of individual differences in response to injury |
4. Develop strategies to enhance performance |
4.1. Discuss with relevant personnel strategies and psychological tools to enhance resilience and improve performance technique 4.2. Incorporate understanding of the effects of motivation on physical condition of the human body into performance strategies 4.3. Apply the principles of internal imagery to improve motivation and performance 4.4. Develop preparation and pre-performance routines 4.5. Reflect on personal responses to motivating stimuli and adjust approach to performance accordingly 4.6. Develop creative ways of coping with working and performing in a competitive environment |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- communication skills to discuss issues associated with maintaining resilience in a competitive environment
- critical thinking and analytical skills to:
- reflect on complex behavioural issues and make judgments and decisions about those issues
- improve own behavioural and thinking patterns through critical self-analysis
- initiative and enterprise skills to develop lateral solutions for coping with performance anxiety
- learning skills to understand and apply psychological theories to improve own performance
- literacy skills to interpret varied information dealing with complex issues from a range of sources
- planning and organisational skills to develop and action strategies to deal with aspects of working and performing in a competitive environment
- problem-solving skills to adjust to constraints and limitations
- technology skills to use the internet as a research tool.
Required knowledge
- cognitive behavioural model of psychology
- theories of social behaviour
- terminology associated with psychological research and behavioural theories
- operation of the nervous system
- anxiety theories
- physiological responses to stress and anxiety.
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 |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
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Context of and specific resources for assessment |
Assessment must ensure:
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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:
Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling). |
Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
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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.
Relevant personnel may include: |
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Key developmental stages may relate to: |
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Basic influences may relate to: |
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Causes of performance anxiety may include: |
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Effects of performance anxiety may include: |
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Strategies may relate to: |
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Coping mechanisms may include: |
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Techniques may relate to: |
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Individual differences may relate to: |
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Psychological tools may relate to: |
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Understanding may relate to: |
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Motivation may relate to: |
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Internal imagery relates to: |
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Unit Sector(s)
Performing arts - OHS
Custom Content Section
Not applicable.