Modification History
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CUAPRF303A |
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 perform basic on-ground acrobatic skills, such as rolls and cartwheels.
Application of the Unit
Circus and other performers who incorporate basic acrobatic skills into their performances, apply the skills and knowledge outlined in this unit.
Circus performers entertain audiences as soloists, with a partner, or as members of a group. Performances may take place within a range of settings, including community circus, physical theatre, traditional circus, new-wave circus and street theatre.
At this level, work is normally supervised, though some autonomy and judgement can be expected in live performance situations.
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
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Element |
Performance Criteria |
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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
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1. Prepare for basic acrobatic sessions |
1.1. Ensure appropriate clothing and footwear are worn 1.2. Select, inspect and test equipment for safety and relevance 1.3. Ensure that performance spaces are checked for safety 1.4. Report safety issues to relevant personnel 1.5. Correctly perform safe warm-up exercises and mental preparation techniques so body and mind are ready for routines |
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2. Participate in basic acrobatic skills routines |
2.1. Correctly apply technical skills to basic acrobatic movements 2.2. Perform sequences of routines to ensure a smooth presentation 2.3. Safely perform landings |
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3. Conclude basic acrobatics sessions |
3.1. Perform safe cool-down exercises 3.2. Clean or clear performance area to ensure safety of performers 3.3. Store equipment to maintain quality and reliability |
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4. Review basic acrobatic skills performance |
4.1. Undertake self-evaluation to assess level of performance and skills development 4.2. Use feedback from teachers and mentors to identify and develop ways to improve own basic on-ground acrobatic skills 4.3. Set realistic goals for improvement and develop strategies to achieve those goals |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- communication skills to:
- discuss performance of basic acrobatic skills with relevant personnel
- respond appropriately to feedback on own skill development and performance
- learning skills to:
- combine basic on-ground acrobatic and gymnastic skills for performance
- perform basic on-ground acrobatic acts and routines
- develop muscle memory and repetition
- perform fluid and controlled body movements, including balancing
- planning and organising skills to:
- prepare for classes
- plan practice time
- problem-solving skills to develop and use mental focus strategies
- self-management skills to:
- arrive punctually at classes, rehearsals and performances
- dress appropriately
- observe acrobatic discipline and follow direction
- apply safe work practices
- teamwork skills to work collaboratively with others involved in acrobatic classes and performances.
Required knowledge
- basic understanding of OHS in the context of performing basic on-ground acrobatic skills
- well-developed knowledge of:
- warm-up and cool-down techniques
- mental focus strategies
- principles underlying acrobatic movements and techniques, such as:
- relationship with gravity
- spatial awareness
- successional movement
- use of breath
- body positioning
- folding
- extending
- rotating
- shifting weight.
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.
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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 access to:
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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). |
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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.
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Equipment may include: |
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Safety issues may include: |
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Relevant personnel may include: |
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Warm-up exercises may include: |
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Mental preparation techniques may include: |
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Routines include: |
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Technical skills must include: |
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Basic acrobatic movements must include: |
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Landings include: |
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Cool-down exercises may include: |
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Unit Sector(s)
Performing arts - performance
Custom Content Section
Not applicable.
