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 an off-piste 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 according to contextual issues , relevant legislation  and organisational policies and procedures .

1.3. Determine possible hazards  associated with off -piste snowboarding  in a variety of snow, terrain and weather conditions.

1.4. Access relevant sources  to interpret weather and environmental information  and determine activity plans.

2. Select appropriate equipment.

2.1. Select suitable equipment  after consideration of design and or construction features  and contextual issues, and check that it is in good 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 for the conditions.

3. Apply off-piste snowboarding skills.

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

3.2. Execute snowboard techniques demonstrating an upright centred stance and efficient blending of movements .

3.3. Adapt turn types and shapes  for the terrain and snow conditions and link together through the fall line.

3.4. Control speed with the shape of the turn  and or by using side slipping.

3.5. Execute airs in off-piste terrain showing extension on take-off, flexion on landing, and stability throughout.

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

3.7. Take measures  to guard personal safety and safety of others  while off-piste snowboarding.

4. Evaluate snowboarding activity.

4.1. Evaluate relevant aspects  of the activity.

4.2. Identify improvements for future off-piste snowboarding experiences.

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

Required skills 

• literacy skills to analyse, interpret and apply weather and environmental information, legislation and organisational policies and procedures
• planning and organising skills to allocate and select relevant food, water, clothing and equipment for the off-piste snowboarding activity
• communication skills to interact with other participants to maintain a positive and safe environment
• problem-solving skills to:

• respond appropriately to changing conditions,
• navigate through off-piste conditions
• determine techniques to use when off-piste snowboarding

• self management skills to:

• review and reflect on own performance
• set goals to improve technique

• first aid and emergency response skills appropriate to the location to enable initial response to emergencies such as an avalanche, and personal health care.

Required knowledge 

• relevant legislation and organisational policies and procedures to enable safe conduct and legal access
• Alpine Responsibility Code and snowboarding practices, snowsport area signs and regulations, and minimal impact codes to ensure safety and protection of environment
• equipment types, characteristics and technology used for off-piste snowboarding, the advantages and disadvantages of the range of equipment, and factors affecting appropriate selection of equipment
• clothing requirements for outdoor activities and factors affecting appropriate clothing selection, such as layering and protective clothing
• off-piste snowboarding techniques, such as the execution of turns, airs and sideslipping to demonstrate efficient riding
• principles of nutrition to maintain health and energy during activity
• sources of weather and environmental information to ascertain possible conditions and their affect on the activity
• emergency procedures and potential hazards, such as avalanches, 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 off-piste conditions and duration of the snowboarding activity
• demonstrate off-piste snowboarding techniques, such as turns and side slipping, and safe off-piste snowboarding manoeuvres away from patrolled snowsport areas, such as controlling speed with the shape of the turn or by using side slipping
• evaluates and reflects on own off-piste snowboarding performance to identify strengths, weaknesses and areas that need improvement.

Context of and specific resources for assessment 

Assessment must ensure participation in multiple off-piste snowboarding activities to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

• a snowsport location with terrain suitable for off-piste snowboarding skills to be demonstrated
• resources and information, such as principles of nutrition and weather sources to accurately plan and prepare for the off-piste snowboarding activity
• equipment such as off-piste snowboards, bindings, boots, suitable clothing, goggles, helmet, backpack or bumbag, navigation equipment, rescue and first aid equipment 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 off-piste snowboarding strategies and techniques
• observation of safe participation and demonstration of off-piste snowboarding skills, such as the execution of airs and turns
• 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:

• SISOSKB404A Snowboard on advanced terrain.

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.

Conditions  may include:

• snow:

• surface snow conditions

• weather:

• visibility

• terrain.

Contextual issues  may include:

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

Relevant legislation  may include:

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

Organisational policies and procedures  may include:

• occupational health and safety
• use and maintenance of equipment
• communication protocols
• safety and emergency procedures
• code of ethics
• snowsport area signs and regulations
• Alpine Responsibility Code and snowboarding practices within the code.

Hazards  may include:

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

Off -piste snowboarding  may include:

• backcountry snowboarding
• no lifts or patrols
• extreme terrain and snow conditions
• dangerous terrain such as cliffs, deep snow, chutes, and trees
• navigation through off-piste conditions.

Relevant sources  may include:

• Bureau of Meteorology
• media
• land managers or agencies
• 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.

Equipment  may include:

• beanie
• larger, off-piste snowboard
• off-piste boots
• bindings
• wrist guards
• gloves
• sun glasses or goggles.

Design and or construction features  may include:

• side-cut
• overall length
• effective edge
• torsional flex
• camber
• soft or hard boots
• soft or hard bindings.

Comfort and safety  may include:

• height and weight
• boot type
• side-cut
• overall length
• effective edge
• forward lean
• stance width
• stance angle
• surfaces waxed.

Movements  may include:

• steering
• edging
• pressure control
• sideslipping.

Turn types and shapes  may include:

• turn types:

• skidded
• edged
• carved

• shapes:

• small radius
• medium radius
• large radius.

Shape of the turn  may include:

• open
• unfinished
• incomplete and or closed
• finished
• complete.

Risks  may include:

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

Measures  may include:

• effective communication with other snowboarders
• first aid and emergency response
• rescue procedures
• navigation
• safe falling
• observation of winter weather conditions and terrain
• fluid and food intake
• complying with all snowsport area signs and regulations
• complying with Alpine Responsibility Code and snowboarding practices within the code.

Safety of others  may include:

• speed
• distance from other snow users.

Relevant aspects  may include:

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